African Journal of Disability最新文献

Background: Regarding the continuity of life, people with disabilities require various forms of assistance to fulfill their rights to survive and be sustainable. Children with cerebral palsy (CP) disabilities have not yet had their social, economic and environmental rights fulfilled as people with disabilities. This condition drives the need to create an inclusion model for the resilience of children with CP disabilities to provide a competitive advantage in quality and empowered human resources.

Objectives: This study aimed to explore the important factors and strategies for enhancing the resilience of children with CP.

Method: The data used in this study are based on the Penta helix (government, community, practitioners, society and academics). The soft system method was chosen to analyse the study's problems.

Results: Inclusion for resilience in children with CP disabilities has excellent potential to be optimised by managing several important factors, including policies, databases, health, social aspects, infrastructure and education.

Conclusion: This can be achieved through genuine collaboration among key stakeholders: the government, society, medical professionals, communities and academics. With genuine collaboration and implementation, the target of resilience inclusion for children with CP will be achieved with good physical and mental health and quality of life.

Contribution: This study provides new and more comprehensive knowledge about the key factors and strategies to enhance the resilience of children with cerebral palsy disabilities.

Background: Students with disabilities encounter numerous challenges in life, which ultimately harm their psychosocial well-being. These psychosocial challenges pose a threat to their university life experience and hinder the chances of success for students with disabilities.

Objectives: The study aims to explore the perspectives of student affairs practitioners and students with disabilities on the psychosocial challenges of students with disabilities.

Method: In this study, we used data from semi-structured interviews with 12 purposively selected student affairs practitioners and students with disabilities. After transcription, the data were analysed thematically.

Results: Four themes were identified: (1) poor infrastructure and a lack of resources; (2) stigmatisation and discrimination; (3) mental health and social challenges; and (4) awareness of disability and provision of adequate resources.

Conclusion: Students with disabilities face several psychosocial challenges and these challenges harm their mental health and social well-being.

Contribution: This study adds to the expanding body of knowledge on the psychosocial challenges of students with disabilities. Universities have committed to advocating for and ensuring the inclusivity of these students. Consequently, it is crucial to understand their daily challenges and the necessary interventions to address them, ensuring that these students feel a sense of belonging and recognition.

Background: Depression is a significant contributor to the burden of disease globally and is often associated with reduced work productivity and permanent disability.

Objectives: This study aimed to identify factors associated with return to work among disability claimants with depression at one insurer in South Africa.

Method: A retrospective cohort study was conducted with 514 disability claims. Univariate tests for association (Chi-square and Fisher) were performed to test the significance of the association between the primary outcome (disability benefit terminated as a result of return to work) and demographic and workplace factors.

Results: The majority of disability claimants were women (71.6%). Women and claimants under the age of 60 years at the time of benefit termination had a high probability of returning to work, 80% and 99% respectively. Of the 39% of claimants who had a high level of workplace support during the disability process, 95% also returned to work. Nearly half (48%) of the disability claimants returned to work in less than 6 months, while most of those with a duration of disability longer than 24 months did not return to work (79%).

Conclusion: Female gender, lower age (under 60 years), high workplace support and shorter duration of disability were all positively associated with return to work for disability claimants with depression.

Contribution: This study provides insights into factors associated with successful return to work for disability claimants with depression, which can guide case management and rehabilitation for this population.

Background: Special education facilities are designed to support learners with special needs. These efforts are vital for ensuring inclusive, equitable education and promoting lifelong learning, which aligns with the Sustainable Development Goals. However, a positive learning environment, including addressing disciplinary issues, is necessary for learning.

Objectives: This study explored the disciplinary issues that teachers experience in special schools and the contributing factors.

Method: The study adopted an interpretive paradigm and employed a qualitative methodology using a phenomenological design. It was grounded on Bronfenbrenner's Ecological Systems Theory. The data were collected through semi-structured interviews with six special school teachers from two purposely selected secondary special schools and the data were analysed using inductive content analysis.

Results: Teachers in special schools attributed learner indiscipline to disengagement, absenteeism, and bullying. These behaviours were linked to a variety of factors such as curriculum pressure, teacher leniency, family dynamics, communication barriers, social grant support, racial influences, peer influence and disability-related behaviour.

Conclusion: A holistic approach that includes enhancing teacher training to equip educators with effective classroom management strategies and strengthening home-school partnerships through regular communication and parenting workshops to support family dynamics and address behavioural concerns is recommended. Moreover, training for adapting the curriculum to be more inclusive and diverse learning, as well as establishing peer mentoring programmes to encourage positive behaviour and reduce bullying through social support, are recommended.

Contribution: The study contributes to the knowledge surrounding indiscipline in special schools and opens further options for contribution to measures that could be implemented.

Background: Workplace inclusion for employees with chronic conditions such as multiple sclerosis (MS) remains a challenge because of the episodic and invisible nature of symptoms, leading to stigma, disclosure dilemmas and inadequate accommodations. Traditional approaches to disability inclusion often fail to address the lived realities of employees with MS, necessitating a deeper exploration of how individuals and organisations construct meaning around disability and inclusion.

Objectives: This study explores how employees with MS experience workplace inclusion, self-management and disclosure drawing on sensemaking theory and the Social Model of Disability. The study also employs a reflexive approach, centring the voices of employees to generate actionable insights for employers and disability advocates.

Method: An exploratory qualitative research design was adopted involving semi-structured interviews with 13 employees diagnosed with MS in South Africa. Thematic analysis was used to identify patterns related to workplace adaptability, disclosure and support structures. Researcher reflexivity was incorporated to acknowledge positionality and enhance the study's depth.

Results: Workplace adaptability, including flexible work arrangements and empathetic leadership, play a critical role in ensuring inclusion for individuals with MS in the work environment. However, disclosure remains a complex decision influenced by stigma and workplace culture. Psychological safety and proactive organisational sensemaking significantly impact employees' experiences.

Conclusion: For meaningful workplace inclusion, organisations must move beyond compliance-driven policies and foster an environment where employees with MS feel valued and supported.

Contribution: By integrating reflexivity, sensemaking theory and the Social Model of Disability, this study offers valuable contributions to the discourse on disability inclusion.

Background: Research shows that persons with disabilities can derive significant benefits from participating in religious communities and activities. However, they often face significant physical and attitudinal barriers to participation. The use of digital platforms for religious gatherings has increased since the coronavirus disease 2019 (COVID-19) pandemic and may hold potential to promote accessible religious participation.

Objectives: This study explored the benefits and challenges of an online Bible study group for persons with disabilities hosted within a Christian Pentecostal congregation in Cape Town, South Africa.

Method: A phenomenological study design was adopted, and data were gathered from four participants using semi-structured interviews. Thematic analysis was employed.

Results: Although some components of the online environment were found to be beneficial for participants' spiritual well-being, other components were shown to be challenging, such as technological barriers, a lack of direct physical interaction and feelings of isolation. The digital space provided only partial inclusion and does not represent a full solution to exclusionary religious spaces.

Conclusion: Church leadership must engage more rigorously with strategies of disability inclusion, which may include digital components.

Contribution: This research contributes to the fields of disability studies, religious inclusion and digital engagement. Recommendations include the use of adaptable technologies, leadership training in disability inclusion within a religious space and developing more engaging platforms to foster inclusion within these religious spaces.

Background: Adapted Physical Education (APE) focuses on tailoring school Physical Education (PE) to the needs of learners with special educational needs (LSEN), promoting their optimal physical and psychosocial development, which is also one of the priorities of the Brazil, Russia, India, China and South Africa (BRICS) organisation in addressing the health issues of its people. In view of limited available literature, more research is needed on the state and status of APE in BRICS.

Objective: To explore the current state and status of APE in the BRICS countries.

Method: Employing the qualitative document analysis methodology, school curriculum documents and education policies in the BRICS countries were analysed inductively within an interpretivist perspective, based on the frameworks of Bronfenbrenner's Ecological Systems Theory and the Cultural-Historical Activity Theory.

Results: Although BRICS policies mandate the inclusion of LSEN in PE in mainstream and special schools, specific guidelines for adapting activities in PE could only be found in governmental documents of Russia, India and China. Teachers of LSEN are required to be qualified in special or inclusive education, but specialised undergraduate and professional APE teacher training is not equally available in all BRICS countries. Specific requirements regarding the assessment of LSEN within APE are also lacking.

Conclusion: More comprehensive guidelines are needed regarding teaching strategies, curriculum content, assessment and professional development in APE to address challenges in APE implementation across BRICS countries.

Contribution: Implementing the recommendations of this study would enhance the physical and psychosocial development of LSEN in BRICS countries.

Background: Accessible transport is a prerequisite for the sustainable developmental goals (SDGs). Without transport, SDGs dependent on community mobility such as health and well-being, education, work and economic growth cannot be achieved.

Objectives: Presenting experience-based suggestions offered by stakeholders to facilitate accessible minibus taxi services for wheelchair users in the peri-urban setting.

Method: The study setting was Paarl-East, Western Cape province of South Africa. A cooperative inquiry methodology was used. Adult wheelchair users (n = 9) and their caregivers (n = 8), minibus taxi drivers (n = 7) and stakeholders (n = 4) involved in disability matters in the setting participated. Data were collected in 16 group sessions. Inductive thematic analysis was performed.

Results: Five themes emerged. Theme 1: The ideal communication platform; the need and purpose of databases of wheelchair users and minibus taxi drivers; the use of social media as a communication platform. Theme 2: Fair economical fares focus on service affordability and payment options. Theme 3: Facilitating ideal behaviour patterns discusses the development of mutual respect. Theme 4: Customised minibus taxis highlight the need for a fleet of minibus taxis with different specifications to address different wheelchair users' needs. Theme 5: Minibus taxi service delivery considerations describes practical strategies such as home pickups and drop-offs.

Conclusion: Current suggestions for solutions need further refinement. Accountability and funding are underexplored.

Contribution: Presenting experience-based suggestions by stakeholders on facilitating accessible minibus taxi services for wheelchair users.

Background: Ghana Somubi Dwumadie aimed to improve wellbeing of people with disabilities, including people with mental health conditions, through four pillars: strengthening policies and systems; scaling up integrated, accessible mental health services; reducing stigma and discrimination; and generating evidence to inform policy and practice. Despite these efforts, its implementation has not been comprehensively evaluated.

Objectives: To assess the programme's acceptability and perceived impact from the perspective of key stakeholders, including government, civil society organisations, and grantees.

Methods: A process evaluation, guided by the programme's Theory of Change, involved in-depth interviews with 32 stakeholders from programme partners, civil society and government. Document reviews supplemented data collection, and thematic analysis identified key insights.

Results: Stakeholders highlighted the programme's technical assistance as crucial for strengthening advocacy and policy leadership in mental health. The integration of mental health services into primary care and the involvement of traditional leaders to reduce stigma were noted successes. Challenges included funding instability, gaps between advocacy and service delivery and limited control over implementing key policy reforms.

Conclusion: Ghana Somubi Dwumadie made significant strides in disability inclusion and mental health care through its multi-sectoral, user-led approaches. Addressing challenges like sustainable funding and service delivery will be critical for ensuring lasting impact and scalability.

Contribution: This study underscores the impact of user-led, multi-sectoral approaches in reducing stigma, scaling services, and empowering people with disabilities in resource-limited settings, while addressing challenges and strategies for disability-inclusive programming.