African Journal of Disability最新文献

{"title":"<i>Obuntu bulamu</i>: Parental peer-to-peer support for inclusion of children with disabilities in Central Uganda.","authors":"Ruth Nalugya, Harriet Nambejja, Claire Nimusiima, Elizabeth S Kawesa, Geert van Hove, Janet Seeley, Femke Bannink Mbazzi","doi":"10.4102/ajod.v12i0.948","DOIUrl":"10.4102/ajod.v12i0.948","url":null,"abstract":"<p><strong>Background: </strong><i>Obuntu bulamu</i>, a peer-to-peer support intervention for children, parents and teachers to improve the participation and inclusion of children with disabilities (CwD), was developed and tested in Uganda. The intervention consisted of disability-inclusive peer-to-peer training and support activities. In this article, parent participation in and evaluation of the intervention are discussed.</p><p><strong>Objectives: </strong>The study aims to evaluate the acceptability and feasibility of the intervention.</p><p><strong>Methods: </strong>A qualitative Afrocentric intervention study was implemented in 10 schools in Wakiso district in Central Uganda. Researchers purposely selected CwD aged 8-14 years, their peers and parents from 10 primary schools with on average three CwD per school. A total of 64 study parents (33 parents of CwD and 31 peers) were interviewed at baseline and endline. Two focus group discussions were held with 14 parents at midline. Parents also participated in a consultative meeting about the intervention design at baseline and two evaluation and feedback workshops at midline and endline. Thematic data analysis was conducted.</p><p><strong>Results: </strong>Findings showed that parents found the intervention inspiring, acceptable, culturally appropriate and supportive, as it built on values and practices from their own cultural tradition. Parents reported that the intervention enhanced a sense of togetherness and belonging and helped them to develop more positive attitudes towards CwD and disability inclusion. They felt the intervention increased participation and inclusion of CwD at home, school and in communities.</p><p><strong>Conclusion: </strong>The <i>Obuntu bulamu</i> peer-to-peer support intervention is an acceptable, culturally appropriate intervention with the potential to improve inclusion of CwD. Further studies are recommended to measure the effectiveness of the intervention.</p><p><strong>Contribution: </strong>The paper contributes to existing evidence that there is need for more Afrocentric interventions, which built on cultural values and practices. Interventions based on indigenous values have a greater potential to be acceptable, can foster integration and are likely to be more sustainability to achieve disability inclusion. In the article we describe parental perspectives of the Obuntu bulamu intervention, an intervention to improve inclusion of children with disabilities, which was designed by children, parents, teachers, educationalists, and academics from Uganda.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"948"},"PeriodicalIF":1.7,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900304/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9507215","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":"Third party disability of family members of adults with dysphagia.","authors":"Kim Coutts, Bibi Sayed","doi":"10.4102/ajod.v12i0.1040","DOIUrl":"10.4102/ajod.v12i0.1040","url":null,"abstract":"<p><strong>Background: </strong>Third-party disability (TPD) has been studied in multiple patients including those with aphasia and hearing loss. Only one study has been done in relation to caregivers of adults with dysphagia. Third-party disability has been analysed using the International Classification of Function and Disability (ICF) framework. This study, therefore, used the ICF model to explore TPD of caregivers of adults with dysphagia for the context of Johannesburg in South Africa.</p><p><strong>Objectives: </strong>To describe how caregivers experience TPD when caring for adults with a dysphagia in Johannesburg.</p><p><strong>Methods: </strong>Data were collected from five primary adult caregivers, who were all family members, from government clinics in Johannesburg. This article reports the findings from the interviews that were analysed thematically using a top-down analysis approach.</p><p><strong>Results: </strong>Caregivers experienced challenges related to TPD mostly related to difficulties of being able to do activities of daily living for themselves, their household chores and attending social engagements. The use of body structure and function from the ICF model was not overtly applicable to the caregiver population. A new visual representation has been suggested to highlight the key themes to augment the social and psychological changes as seen on the ICF framework and demonstrated the specific interaction that these factors had on one another.</p><p><strong>Conclusion: </strong>Third-party disability is present in caregivers of patients with dysphagia. Healthcare workers need to be aware of the impact that this can have when preparing home management strategies. This newly devised representation can assist in creating a locally relevant patient-centred care approach but requires future input.</p><p><strong>Contribution: </strong>This article has provided greater insight into TPD in caregivers of adult patients with dysphagia in an urban African context. It has led to new information that can be used as an adjunct to the ICF model when understanding this phenomenon.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1040"},"PeriodicalIF":1.3,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900314/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10675458","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":"Restricted participation: Drivers, experiences and implications of disability stigma in Ethiopia.","authors":"Esther Breffka, Caroline Jagoe, Susan P Murphy, Belestie B Tsegaw","doi":"10.4102/ajod.v12i0.1085","DOIUrl":"10.4102/ajod.v12i0.1085","url":null,"abstract":"<p><strong>Background: </strong>Community-based inclusive development (CBID) acknowledges society's critical role in supporting the active participation of persons with disabilities. However, research on how this approach relates to the context-sensitive socially situated barriers of disability stigma is underexplored.</p><p><strong>Objectives: </strong>This study aimed to understand the drivers and experiences of disability stigma in Ethiopia, from the perspective of persons with disabilities engaged in CBID programmes, and to establish how disability stigma acts as a barrier to participation.</p><p><strong>Methods: </strong>An inductive methodological approach guided the research design. Mixed methods were used including a narrative review of disabilities studies literature, 16 semi-structured interviews with persons with disabilities, and a quantitative survey of 970 persons with disabilities across three communities in Ethiopia.</p><p><strong>Results: </strong>Informed by theories of epistemic justice, this study identified specific indicators of meaningful participation and examined how these relate to experiences of disability stigma. The study found that the participation of adults with disabilities in society is restricted across different areas of life. Misconceptions about the causes of disability and social perceptions regarding the capacities of persons with disabilities are found to exacerbate stigma and act as a barrier to participation.</p><p><strong>Conclusion: </strong>Targeted efforts to challenge internalised norms and harmful beliefs within CBID approaches are required to address disadvantages arising from embedded disability stigma.</p><p><strong>Contribution: </strong>This study makes conceptual, empirical and practical contributions that advance insights into the relationship between disability stigma and participation in Ethiopia and the dimensions of epistemic justice relevant to understanding the nature and drivers of disability stigma.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1085"},"PeriodicalIF":1.3,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900290/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10675455","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":"Out-of-home life spaces valued by urban older adults with limited income.","authors":"Hester M van Biljon,&nbsp;Lana van Niekerk,&nbsp;Nicola A Plastow,&nbsp;Lizette Swanepoel","doi":"10.4102/ajod.v12i0.1177","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1177","url":null,"abstract":"<p><strong>Background: </strong>Access to, and occupational performance in, out-of-home-life-spaces is linked to health, wellbeing and quality of life for older adults. There is little evidence of how this relates to older adults with limited resources in an African urban context.</p><p><strong>Objectives: </strong>To describe the out-of-home-life-spaces accessed and valued by older adults with limited resources, living in an urban South African setting.</p><p><strong>Method: </strong>An exploratory concurrent mixed methods study saw 84 rehabilitation clinicians conduct 393 face-to-face interviews with older adults. Clinicians produced reflective field notes and participated in focus groups. Quantitative data were analysed using descriptive statistics with SPSS Version X. Qualitative data were analysed through inductive content analysis.</p><p><strong>Results: </strong>Older adults walked, used mini-bus taxis or private vehicles to get to places of worship, medical facilities, shops, family and friends and special interest gatherings on a weekly or monthly frequency. Lack of funds was the main barrier. Older adults aspired to travel, go on holiday and to visit out-of-town family homes.</p><p><strong>Conclusion: </strong>Exploring the daily lived experience of older, urban South Africans with limited resources brought to light the value they attribute to participation in activities that contribute to the wellbeing of their families and communities. Such activities are found in a variety of life spaces.</p><p><strong>Contribution: </strong>Results could inform policy makers and service providers in their planning of community mobility, transportation services and health care, for older adults with limited resources.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1177"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10244872/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9609142","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":"Availability and use of assistive technologies at selected South African public libraries.","authors":"Takalani M M Mamafha,&nbsp;Patrick Ngulube,&nbsp;Luyanda Dube,&nbsp;Sindile A Ngubane","doi":"10.4102/ajod.v12i0.1141","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1141","url":null,"abstract":"<p><strong>Background: </strong>Assistive technologies (ATs) enable persons with visual impairment (PwVI) to equitably benefit from public library resources and services as their sighted counterparts. However, the extent to which this facility is available and used at public libraries in less-developed countries remains largely unknown.</p><p><strong>Objectives: </strong>This study reports on the investigation done on the availability and use of ATs by PwVI at public libraries in the cities of Ekurhuleni and Johannesburg in South Africa.</p><p><strong>Method: </strong>The study used a multimethod and explanatory sequential design in which data were collected through questionnaires administered with 131 librarians and interviews held with 10 PwVI.</p><p><strong>Results: </strong>The findings of the study point towards inadequate availability of computers with internet services, audiotapes, screen magnifying and reading software, and these were used for, among others, leisure, research, job searching and communication.</p><p><strong>Conclusion: </strong>The study concludes that certain ATs were inadequately available and used by PwVI at some libraries in the cities of Ekurhuleni and Johannesburg. The study recommends training for PwVI on how to use ATs, marketing of available ATs, training of staff on how to render AT-based services as well as management availing adequate budget for the development of AT-based collection.</p><p><strong>Contribution: </strong>The study contributes to the understanding of the types of ATs available and used by PwVI in public libraries.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1141"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10476220/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10160203","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":"Human capabilities of South African parents who have children with developmental disabilities.","authors":"Lumka Magidigidi,&nbsp;Nicolette V Roman,&nbsp;Inge K Sonn","doi":"10.4102/ajod.v12i0.1155","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1155","url":null,"abstract":"<p><strong>Background: </strong>Parenting a child with a developmental disability (DD) has a substantial influence on the lives of the parents or caregivers, as well as on how the family operates. This is frequently because of the adjustments in some daily practices that are crucial for parents' or caregivers' human capabilities to provide for childcare. There is not enough research done on human capabilities of parents or children with DD in South Africa.</p><p><strong>Objectives: </strong>This study investigated the available support in improving the human capabilities of parents or caregivers with children with DD and the bodily health and bodily integrity human capabilities of parents or caregivers with children with DD.</p><p><strong>Method: </strong>Qualitative interviews were conducted with 11 parents or caregivers of children aged between 1 and 8 years old with DD. This study used snowball sampling. Thematic data analysis was chosen to analyse the data collected.</p><p><strong>Results: </strong>The results of the study indicate that participants have difficulties bringing up their children because of the emotional strain that goes along with parenting a child with DD. In addition, participants were not able to afford decent and satisfactory shelter and had limited access to good quality food because they could not afford it.</p><p><strong>Conclusion: </strong>A lack of social support and care burden influences parents' or caregivers' ability to raise their child with developmental disability.</p><p><strong>Contribution: </strong>The study contains helpful information about families of children with DD in under-resourced locations. The information may be of significance to policymakers who are accountable for designing and executing policies that are targeted at assisting parents or caregivers of children with DD.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1155"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10331022/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9812387","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":"Inclusion of learners with learning disabilities in the Vaal Triangle mainstream classrooms.","authors":"Nilford Hove,&nbsp;Nareadi T Phasha","doi":"10.4102/ajod.v12i0.1163","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1163","url":null,"abstract":"<p><strong>Background: </strong>South Africa adopted a policy on inclusive education in 2001 to ensure that all learners are accommodated and accepted in the classrooms despite their differences.</p><p><strong>Objectives: </strong>This study was aimed at exploring the inclusion of learners with learning disabilities in mainstream primary schools for teaching and learning.</p><p><strong>Method: </strong>This study followed a qualitative approach embedded in a descriptive phenomenological design. Data were generated through in-depth interviews with individual participants and were analysed thematically for content. Six teachers from six different mainstream primary school classrooms were purposefully selected for the study.</p><p><strong>Results: </strong>Findings revealed that overcrowding, time constraints and lack of parental involvement impede the inclusion of learners with learning disabilities in mainstream classrooms. However, teachers use: (1) multi-level teaching, (2) concrete teaching and/or learning aids, (3) differentiated instruction and (4) code-switching in accommodating learners with learning disabilities.</p><p><strong>Conclusion: </strong>This study argues that for learners with learning disabilities to be more included in mainstream classrooms, the learner population should be reduced to a maximum of 30 learners per class, and collaboration with parents should be enhanced. Also, the arrangement of learners for teaching and learning could be limited to small groups consisting of four to five learners. Multi-level teaching and differentiated instruction should be applied in settings that do not require learners to be separated from their peers without learning disabilities.</p><p><strong>Contribution: </strong>This study will help improve teachers' inclusive classroom pedagogical practices for all learners including those with learning disabilities.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1163"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10331023/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9812390","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":"Growing resilience capacity for learners presenting with specific learning disability in learners with special education needs schools.","authors":"Daphney Mawila","doi":"10.4102/ajod.v12i0.1045","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1045","url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Objectives: </strong>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.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p><p><strong>Contribution: </strong>The study contributes to the dearth of knowledge regarding the resilience of learners with SLD in LSEN schools.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1045"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10157443/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9430644","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":"Corrigendum: 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.v12i0.1079","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1079","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.4102/ajod.v11i0.807.].</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1079"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10244877/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9982458","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":"Parenting a child with disability: A mother's reflection on the significance of social support.","authors":"Marubini C Sadiki","doi":"10.4102/ajod.v12i0.1157","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1157","url":null,"abstract":"This paper is a reflection on my experiences. Here, I reflect on the significance of social support groups as a mother of a child with disabilities. I share my experiences of how I was empowered by the social support of mothers of children with disabilities, with the intention that these experiences will assist other mothers in a rural context. I relate my personal positive experiences of how collaborating with other mothers in the support groups enabled me to be a better parent to my child. This paper presents the significance of coming together as mothers of children with disabilities in a rural setting. I reflect on the implications of raising a child with a disability without social support, and how I overcame those challenges after joining the social support group for mothers of children with disabilities.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1157"},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10244828/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9982455","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}