Johanna C Janse van Rensburg-Welling, Jean E Mitchell
{"title":"在南非的一个培训机构为残疾学生制定合适的培训模式。","authors":"Johanna C Janse van Rensburg-Welling, Jean E Mitchell","doi":"10.4102/ajod.v11i0.949","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The large South African population of people with disabilities presents unique challenges for training organisations because there is no training model that accommodates the demands of all disabilities. The site of the research was a private, nonprofit training institution with disability-friendly infrastructure which did not adequately prepare students for employment.</p><p><strong>Objectives: </strong>The intention was to interrogate training models used at the institution, from the perspectives of students, facilitators and prospective employers. As there was no suitable assessment instrument, one that was fit for purpose was developed. The Adaptable Component-based Assessment Model (ACA Model) was the result.</p><p><strong>Method: </strong>A case study using mixed methods was employed. The interpretive research paradigm allowed for purposive sampling. This article reports on the qualitative first phase of the study. The ACA Model was developed, and iterative applications provided information about areas that needed improvement before the second phase was initiated.</p><p><strong>Results: </strong>The results all indicated that the existing programmes needed to be evaluated with the view for improvement. Various training models can be used to train students with disabilities, but they need to be assessed to ensure that they are integrated, holistic and student centred. Because different accommodations need to be taken into account for various disabilities, the ideal assessment model needs to be adaptable.</p><p><strong>Conclusion: </strong>The ACA Model is an appropriate assessment model as it is based on individual learner affordances, workplace affordances, the holistic development of students and workplace absorption.</p><p><strong>Contribution: </strong>The research contributes to knowledge and practice as the resultant ACA Model can be used to the benefit of students and education institutions. The model can be tailored to the needs of all groups of students, especially those with disabilities.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"11 ","pages":"949"},"PeriodicalIF":1.3000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9772742/pdf/","citationCount":"1","resultStr":"{\"title\":\"The development of a suitable training model for students with disabilities at a training institution in South Africa.\",\"authors\":\"Johanna C Janse van Rensburg-Welling, Jean E Mitchell\",\"doi\":\"10.4102/ajod.v11i0.949\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The large South African population of people with disabilities presents unique challenges for training organisations because there is no training model that accommodates the demands of all disabilities. The site of the research was a private, nonprofit training institution with disability-friendly infrastructure which did not adequately prepare students for employment.</p><p><strong>Objectives: </strong>The intention was to interrogate training models used at the institution, from the perspectives of students, facilitators and prospective employers. As there was no suitable assessment instrument, one that was fit for purpose was developed. The Adaptable Component-based Assessment Model (ACA Model) was the result.</p><p><strong>Method: </strong>A case study using mixed methods was employed. The interpretive research paradigm allowed for purposive sampling. This article reports on the qualitative first phase of the study. The ACA Model was developed, and iterative applications provided information about areas that needed improvement before the second phase was initiated.</p><p><strong>Results: </strong>The results all indicated that the existing programmes needed to be evaluated with the view for improvement. Various training models can be used to train students with disabilities, but they need to be assessed to ensure that they are integrated, holistic and student centred. Because different accommodations need to be taken into account for various disabilities, the ideal assessment model needs to be adaptable.</p><p><strong>Conclusion: </strong>The ACA Model is an appropriate assessment model as it is based on individual learner affordances, workplace affordances, the holistic development of students and workplace absorption.</p><p><strong>Contribution: </strong>The research contributes to knowledge and practice as the resultant ACA Model can be used to the benefit of students and education institutions. The model can be tailored to the needs of all groups of students, especially those with disabilities.</p>\",\"PeriodicalId\":45606,\"journal\":{\"name\":\"African Journal of Disability\",\"volume\":\"11 \",\"pages\":\"949\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9772742/pdf/\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Disability\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4102/ajod.v11i0.949\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Disability","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/ajod.v11i0.949","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
The development of a suitable training model for students with disabilities at a training institution in South Africa.
Background: The large South African population of people with disabilities presents unique challenges for training organisations because there is no training model that accommodates the demands of all disabilities. The site of the research was a private, nonprofit training institution with disability-friendly infrastructure which did not adequately prepare students for employment.
Objectives: The intention was to interrogate training models used at the institution, from the perspectives of students, facilitators and prospective employers. As there was no suitable assessment instrument, one that was fit for purpose was developed. The Adaptable Component-based Assessment Model (ACA Model) was the result.
Method: A case study using mixed methods was employed. The interpretive research paradigm allowed for purposive sampling. This article reports on the qualitative first phase of the study. The ACA Model was developed, and iterative applications provided information about areas that needed improvement before the second phase was initiated.
Results: The results all indicated that the existing programmes needed to be evaluated with the view for improvement. Various training models can be used to train students with disabilities, but they need to be assessed to ensure that they are integrated, holistic and student centred. Because different accommodations need to be taken into account for various disabilities, the ideal assessment model needs to be adaptable.
Conclusion: The ACA Model is an appropriate assessment model as it is based on individual learner affordances, workplace affordances, the holistic development of students and workplace absorption.
Contribution: The research contributes to knowledge and practice as the resultant ACA Model can be used to the benefit of students and education institutions. The model can be tailored to the needs of all groups of students, especially those with disabilities.
期刊介绍：
The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.
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