African Journal of Disability最新文献

Background: Parents of children with disabilities often experience marginalisation and exclusion from decision-making processes. The concept of 'voice' as identity and agency is central to addressing these injustices. The Parent Network (PN) and Let's Talk Parent Tool (LTP) were created to amplify these voices and promote inclusive participation.

Objectives: This study explores the conceptual foundations and practical implementation of the PN and LTP. It investigates how these tools empower parents, particularly mothers, to engage in policy dialogue and advocate systemic change.

Method: Using a qualitative descriptive approach, data were gathered in July-August 2023 from two purposively selected key informants and supporting grey literature. A WhatsApp-based focus group enabled rich, reflective responses. Data were thematically analysed using ATLAS.ti, with iterative coding to identify themes.

Results: Themes revealed the PN's role in reducing isolation, enhancing self-representation and building parent-led networks across all South African provinces. The LTP tool supports policy monitoring by allowing users to document accessibility barriers. Offline functionality and multilingual support increase accessibility for digitally marginalised families.

Conclusion: The PN and LTP create transformative spaces where parents reclaim their voices and influence decisions that affect their lives. These tools address systemic inequities by promoting emotional safety, digital inclusion and local leadership.

Contribution: This study contributes a replicable model for digital voice empowerment. It highlights how community-driven platforms can support participatory policy development and build a 'voice economy' that values lived experience as a catalyst for social transformation.

Background: Rural settings may present particular challenges to the inclusion and participation of people with physical disabilities (PWPD). These relate to the physical environment, infrastructure and service delivery issues, socioeconomic constraints and specific traditional and cultural beliefs surrounding disability. Targeted interventions require an understanding of these contextual specifics.

Objectives: This study investigated the lived experiences of people with disabilities in relation to social inclusion and participation in Mount Frere, a rural town in the Eastern Cape, South Africa.

Method: A qualitative phenomenological approach was used to explore the barriers, facilitators and underlying cultural perceptions that shape the inclusion and participation experiences of PWPD in this community. Five participants with paraplegia were interviewed using semi-structured interviews, and thematic analysis was employed.

Results: The findings reveal significant challenges, including societal stigma rooted in traditional beliefs, infrastructural inaccessibility and economic constraints, which collectively hinder social inclusion and participation. Despite these barriers, the participants' resilience, adaptability and agency were evident. The results illustrate the importance of a biopsychosocial approach to understanding the barriers and facilitators to inclusion and participation for PWPD in rural settings.

Conclusion: The study highlights the need for a holistic approach to disability interventions, emphasising development, community education to combat stigma and the promotion of economic empowerment for PWPD.

Contribution: These findings contribute to the broader discourse on disability rights in rural South African contexts and call for targeted, context-specific policies to enhance inclusion and participation.

Background: Community perceptions of children with albinism often influence their inclusion, safety and access to education, violating their basic human rights. Children with albinism in Africa encounter social challenges because of myths, superstitions and discrimination because of a lack of knowledge about albinism, making it difficult for the mother who has given birth to a child with albinism.

Objectives: To synthesise the existing literature on community perceptions of children with albinism in Africa.

Method: An integrative review process was used, which involved five steps to review the literature: problem identification, literature search and data collection, data evaluation, data analysis and presentation of findings. Electronic searches were performed in multiple databases, including EBSCOhost, PubMed, Scopus, Web of Science, Google Scholar, Proquest and grey literature.

Results: Community perceptions of children with albinism are embedded within their cultural beliefs and spirituality. Children with albinism continue to be alienated in their communities as their existence is associated with shame, judgement from God or ancestors and superpowers.

Conclusion: Awareness campaigns should be continuous in communities to dispel the myths surrounding albinism. This can be achieved by involving community leaders, religious organisations and organisations that advocate for people with albinism to ensure that our communities create a safe environment for these children.

Contribution: This review may help understand perceptions of albinism and may assist in developing community-based interventions to support caregivers of children with albinism.

Background: Research on experiences of mothers with children living with autism spectrum disorder (ASD) has predominantly focused on psychological distress and caregiving burdens, presenting deficit-centred narratives which inadequately capture other complex narratives of single mothers.

Objectives: This study explored the experiences of a South African single mother, Buhle, in raising a daughter with ASD, focusing on resilience development and acceptance within cultural contexts where ASD and her social status are misunderstood. The study adopts neurodiversity theory and the concept of resilience as its conceptual framework.

Method: Employing an interpretivism paradigm and a single case study research design, data were collected through semi-structured and unstructured interviews. Ethics approval was obtained from the University of Johannesburg. Buhle provided informed consent, allowing her information to be used for research.

Results: Narrative analysis was used to delve deeply into Buhle's personal and emotional experiences. These narrative themes emerged: navigating the initial trauma of prognosis and diagnosis, building a network of understanding, managing resources without shared responsibilities and transforming challenges to empowerment through social networking, education and advocacy.

Conclusion: The findings challenge deficit narratives by revealing how some single mothers can foster resilience despite significant challenges in raising neurodivergent children in an African cultural context. The South African government's provision of social and economic support also partly enables resilience.

Contribution: Community-based initiatives should boost public awareness and alleviate the cultural stigma surrounding neurodevelopmental conditions; prioritise resilience, strategy sharing, and advocacy to empower single mothers from survival to empowerment. Public healthcare support services must be improved.

Background: Teaching Deaf learners in multigrade classes contributes to learning challenges and requires implementation of curriculum differentiation. However, limited South African Sign Language (SASL) proficiency and learning resources hinder inclusive education in special schools.

Objectives: This study aimed to explore teachers' perceptions in supporting Deaf learners in multigrade classrooms, focusing on challenges and teaching strategies for inclusive education.

Method: A qualitative approach with a descriptive phenomenological design was used. Six teachers from a special school were selected using purposive sampling. Data collection involved focus group discussions, classroom observations, document analysis, and field notes. Thematic analysis was employed to generate findings.

Results: Teachers face persistent challenges, including inadequate resources, limited SASL proficiency, and insufficient professional development. To address these challenges, they employ multimodal teaching strategies, advocate for enhanced SASL training, and integrate visual aids to foster inclusive learning.

Conclusion: Teachers used gestures, assistive technologies and visual aids in supporting Deaf learners. The Department of Basic Education should implement structured SASL training, expand access to assistive technologies, and develop an inclusive curriculum tailored to Deaf learners' needs. Continuous professional development and systematic monitoring are essential for improving teacher effectiveness and promoting inclusive education.

Contribution: This study contributes to the understanding of teacher experiences in supporting Deaf learners in multigrade classes, systemic barriers and adaptive strategies they employ to manage multigrade deaf education. Furthermore, the findings of this study will inform future teacher training on the use of SASL and provide policy recommendations to improve curriculum differentiation.

Background: Disability-inclusive public green spaces are vital for universal accessibility and for enhancing accessible tourism. Integrating multisensory stimuli with information and communication technologies fosters inclusive, sustainable, interactive, and site-specific tourism experiences.

Objectives: The objective of this article is to present the development of the Braille Trail in the Karoo Desert National Botanical Garden (KDNBG), South Africa, highlighting how participatory design, inclusive multisensory gardens and locative literature foster accessible tourism experiences, while addressing gaps in the literature on sensory and wellbeing gardens from a Global South perspective.

Method: A qualitative, practice-based, and participatory approach was adopted, grounded in principles of collaborative, community-based research. Semi-structured interviews, guided by a thematic framework, elicited insights from participants directly involved in the project. The authors' practice-based contributions complemented these findings.

Results: The design and establishment of the Braille Trail involved collaboration between Garden management and staff, visually impaired persons, service organisations, institutional partners, and creative contributors. This inclusive process ensured that the trail reflected the needs, experiences, and expectations of its intended users.

Conclusion: The Braille Trail integrates sensory garden design, accessibility, and diverse communication technologies - including digital platforms and locative literature - while incorporating indigenous elements to enrich visitor experiences. Continued community engagement, together with lessons drawn from successes and challenges, provides guidance for sustaining and extending inclusive design in future projects.

Contribution: This study offers insight into multisensory gardens and accessible tourism in a Global South context, demonstrating the application of universal and inclusive design, co-design, slow tourism, accessible communication technologies, and collaborative approaches to create engaging and accessible visitor experiences.

Background: Lower limb amputation is the surgical removal of a limb, typically because of trauma or chronic illness. A prosthesis can aid recovery, but in South Africa's Eastern Cape, access to prosthetic rehabilitation services remains limited.

Objectives: The aim of this study was to describe and explore experiences of lower limb prosthetic users in coping and adjusting to prosthesis use in the OR Tambo District.

Method: Using interpretative phenomenological analysis, this qualitative study purposefully sampled five lower limb prosthesis users. Data were collected through semi-structured face-to-face interviews conducted in participants' homes. The interviews were transcribed and analysed using interpretive phenomenological analysis, allowing for an in-depth exploration of themes related to adaptation and coping.

Results: Three themes emerged: (1) facing psychological and identity adjustments, participants reported a range of emotions from shock to happiness, (2) navigating daily societal realities and perceptions, emphasising the influence of stigma and support on prosthesis user experience, and (3) learning to cope and receive support, focusing on adaptive coping strategies and support systems, including family and the community.

Conclusion: The findings underscore the need for comprehensive and accessible rehabilitation services that address physical, emotional and social challenges. Tailored prosthesis designs for rural environments and community education programmes to reduce stigma are essential for improving user outcomes.

Contribution: This study advocates for holistic prosthetic care, emphasising ongoing support and proactive engagement with users' experiences to improve quality of life and promote independence.

Background: Daily tasks can be challenging for young individuals with motor impairments caused by brain disorders. Neurodevelopmental treatment (NDT) aims to enhance motor function by concentrating on the central nerve and neuromuscular systems. However, research on the effectiveness of NDT for children with spastic diplegia in Indonesia, particularly regarding gross motor skills and daily activities, is limited.

Objectives: This study aimed to investigate the effects of NDT on activities of daily living (ADL) and gross motor skills in children with spastic diplegia.

Methods: This study utilised a pre-test-post-test experimental design. Twenty children diagnosed with spastic diplegia were recruited via purposive sampling from a specialised paediatric rehabilitation centre. The Modified WeeFIM was used to assess ADL, and the GMFM-88 was utilised to measure gross motor abilities. The NDT intervention was administered over the course of 8 weeks, twice a week.

Results: Activities of daily living (p < 0.001, mean improvement of 13.6) and gross motor abilities (all GMFM-88 tests, p < 0.05) showed significant improvements. A substantial favourable association (r = 0.702; p < 0.001) was observed between GMFM-88 and WeeFIM scores, suggesting that improvements in motor skills were associated with better daily functioning.

Conclusion: Neurodevelopmental treatment helped children with spastic diplegia with their everyday activities and motor function, supporting its role in promoting independence.

Contribution: This study fills a gap in research by evaluating NDT's impact on daily activities and Indonesian children with cerebral palsy and their motor function, contributing to a deeper understanding of its benefits.

Background: Barriers to occupational therapy (OT) treatment in low- to middle-income countries (LMICs) are not well documented, posing challenges for ensuring treatment accessibility.

Objectives: This study focuses on at-risk children aged 0-17 years in LMICs, a vulnerable population facing unique and often overlooked barriers to accessing OT treatment. Given that low-income countries account for 85% of the world's population, it is imperative to ensure that vulnerable children living in these regions receive adequate attention and resources to support their development and well-being.

Method: This study explored the barriers to the accessibility of OT treatment for at-risk children in LMICs. Following the JBI Manual for Evidence Synthesis - 2024 edition, a search of CINAHL, PubMed, Scopus, PsycINFO and Web of Science yielded eight eligible studies. Records were screened first by title and abstract, and then by full text. All included studies were published within the last 10 years with a focus on at-risk children and/or adolescents who received OT treatment in LMICs.

Results: A shortage of trained professionals is presented as the most common barrier limiting access to OT. Other barriers included limited government funding, lack of resources that impeded the delivery of treatment, social stigma and cultural attitudes, and lack of knowledge and awareness about OT.

Conclusion: Further research is required to explore ways to address these barriers to improve access to OT services.

Contribution: Identified barriers can facilitate actions to increase accessibility to OT interventions for at-risk children in LMICs, with the goal of improved health outcomes and greater social inclusion.