African Journal of Disability最新文献

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.

Background: It is critical that disability-disaggregated indicators of educational outcomes are developed and monitored in low-and middle-income countries (LMICs) to demonstrate whether progress is being made towards educational equality.

Objectives: To design, test and analyse new indicators of grade progression for learners with disabilities relative to learners without disabilities in South Africa. To determine which indicators are the most appropriate for future monitoring.

Method: We undertook the first-ever quantitative analysis of grade repetition and age-for-grade of learners with disabilities relative to learners without disabilities using student-level data collected in the new Education Management Information System (EMIS). Using a longitudinal student-level dataset extracted from EMIS, we conducted cohort analyses of grade progression from 2017 onwards, disaggregated by gender and disability category.

Results: On average, learners with disabilities experienced grade repetition more frequently than learners without disabilities and were older than their peers. Grade repetition rates decreased from 2017 to 2023 in mainstream schools in KwaZulu-Natal (KZN) province but increased in special schools. Comparatively, 54% of learners without disabilities who started Grade 1 in 2017 progressed to Grade 7 without repetition, versus 20% of learners with disabilities (Gauteng) and only 12% of learners with disabilities (KZN).

Conclusion: The high rates of grade repetition among learners with disabilities suggest that reasonable accommodations and curriculum differentiation have not been fully implemented in schools.

Contribution: There has been a substantial decline in reporting of learner disability status in Gauteng province since 2022 which warrants further investigation.

Background: Cerebral palsy (CP) represents the most common and disabling motor disorder in childhood. It can lead to chronic pain and reduced quality of life (QOL). These challenges can also affect mothers, who are typically the primary caregivers, contributing to physical and psychosocial strain.

Objectives: This study explored the associations between motor impairment, chronic pain, and QOL in children with CP, as well as maternal stress and pain intensity, and examined their mediating roles.

Method: A cross-sectional study was conducted with 132 mother-child dyads in Tunisia. Children were aged 4 to 12 years. The Gross Motor Function Classification System, the Cerebral Palsy Quality of Life Questionnaire, the Visual Analogue Scale, and the Perceived Stress Scale were used to assess motor impairment, quality of life, and chronic pain intensity in children with CP, as well as maternal pain intensity and stress.

Results: Motor impairment was significantly associated with lower child QOL (β = -0.671; SE = 0.657, p < 0.001) and higher pain intensity (β = 0.5; SE = 1.213, p < 0.001). Maternal stress partially mediated the relationship between motor impairment and child QOL (Sobel test = -4.073; p < 0.001). Maternal pain also partially mediated the relationship between motor impairment and child pain (Sobel test = 2.505; p = 0.012).

Conclusion: These findings highlight the significant impact of motor impairment on QOL and chronic pain intensity in children with CP.

Contribution: This study emphasises the mediating roles of maternal stress and pain intensity, suggesting that interventions should address both the physical symptoms of CP and the psychosocial well-being of children and their mothers.

Background: Inclusive education for learners with special education needs is challenged with a rigid curricula and inadequate policy monitoring. Parental perspectives are crucial for shaping inclusive policies. However, these are insufficiently examined in the existing research and hinder improvements in special education practices.

Objectives: This study explored parents' perspectives on how special schools met the unique needs of learners living with physical disabilities.

Method: A descriptive, qualitative exploratory design utilising semi-structured interviews with 11 parents from three selected special schools was adopted. Participants were recruited using a purposive non-random sampling method through telephone calls and face-to-face interviews. Transcripts were audio recorded and transcribed verbatim. Data were analysed inductively using a six-step approach to thematic data analysis on ATLAS.ti version 9. Intercoder reliability was achieved with consensus agreement.

Results: Three themes emerged: (1) A lack of curriculum differentiation and its effects on the learners' academic performance. (2) A lack of empathy and support in addressing the learners' challenges. (3) Poor management of assistive devices.

Conclusion: Parents perceived that special schools inadequately addressed their children's needs, particularly in curriculum delivery. Insufficient assessments resulted in learners remaining in unsuitable academic stream instead of transitioning to vocational pathways.

Contribution: Parental insights highlight critical areas for improvement in informing policies to enhance support for learners with special education needs.

Background: Since the implementation of the inclusive education policy in 2001 in South Africa, several milestones have been celebrated. Nevertheless, studies have reported the significant challenges in the implementation of the policy for learners with disabilities across schools in South Africa, which impede transformation.

Objectives: Reflecting on key research insights from a recent study, this article argues for the development of a Theory of Change (ToC) as a road map or blueprint for implementing inclusive education for learners with intellectual disabilities in South Africa. A ToC is imperative for bridging the gap between policy implementation and outcomes.

Method: A qualitative research design was adopted for the study. Data were collected through a desktop review, 12 key informant interviews and 10 focus group discussions with key role players and stakeholders in various positions in the education system (i.e. senior education specialists, special needs teachers, one education operations support officer, a principal, deputy principals and head of departments). The data collected were analysed thematically.

Results: The findings of the study highlighted progress regarding government financial resources and also the various structural barriers impeding the implementation of inclusive education for learners with intellectual disabilities.

Conclusion: This article encourages the continued development of theories of change to promote the effective implementation and ensure quality inclusive education for learners with disabilities in South African schools.

Contribution: This article contributes a potential ToC to guide the effective implementation of inclusive education policy and practices for learners with intellectual disabilities in the South African schooling system.

Background: Special education teachers, especially those working with learners with autism spectrum disorders (ASD), often face significant stress and burnout, affecting their well-being. This study explores teacher well-being in special education, motivated by personal experiences as a novice teacher in a special educational needs school.

Objectives: The study aimed to provide special education teachers with an opportunity to collaboratively examine and address well-being challenges and opportunities within a professional learning community, focusing on belonging, competence, and autonomy in Learners with Special Educational Needs (LSEN) settings. Utilising a phenomenological research design, the study involved eight teachers working with learners with ASD.

Method: Data collection methods included observations, semi-structured interviews, and focus group discussions to comprehensively explore their lived experiences. The findings highlighted the profound impact of challenging experiences on teacher well-being and the lack of sufficient support structures. Participants emphasised the critical role of social support in enhancing teacher well-being.

Results: Participants defined well-being as emotional, physical, and holistic, including social and family aspects. While working with learners with ASD was meaningful, it also caused significant stress due to their complex needs. Daily challenges shaped teachers' professional identity and competence. Connections with colleagues were valued, but a lack of institutional support and a restrictive school culture hindered well-being. When given autonomy, participants creatively co-developed well-being interventions, though support from management was essential for implementation.

Conclusion: This research highlights the essential role of fostering a sense of belonging and connection within professional learning communities for special education teachers. It calls for increased accountability in developing well-being support structures and comprehensive training programmes tailored to the needs of novice educators in special education. By nurturing connections, fostering competence, and ensuring autonomy, the well-being of special education teachers, particularly those working with learners on the autism spectrum, can be significantly improved.

Contribution: This study contributes to enhancing well-being support structures and training programmes for special education professionals.

Background: Community-based rehabilitation (CBR) interventions are important for improving the well-being of people with disabilities. However, there is no universally accepted framework for evaluating these interventions, which limits their effectiveness and integration into policy.

Objectives: To explore theoretical frameworks used in evaluating CBR interventions, assessing their suitability, context-specific applicability and cultural relevance.

Method: A scoping review methodology was employed to examine the literature. Databases searched included PubMed, CINAHL, EBSCOhost and Web of Science. Broad search terms and keywords used were CBR, analytical and/or methodological and/or theoretical and/or conceptual and/or evaluation framework, impact and evaluation. Only full-text articles written in English and published between 2000 and 2020 were included. Data were analysed using a narrative synthesis method.

Results: No single framework has been widely recognised as the superior or most effective standard for evaluating CBR interventions. Instead, a combination of the CBR matrix and CBR guidelines was frequently used and adapted to be context-specific.

Conclusion: While cultural relevance and context specificity are recognised as essential to the evaluation process - and measuring outcomes at the individual level is viewed as most appropriate - there remains a need for a certain level of standardisation.

Contribution: The study highlights the need for context-specific and culturally relevant evaluation frameworks for CBR interventions, including appropriate outcome measures and/or evaluation instruments.