African Journal of Disability最新文献

Background: Inclusive Education acknowledges that all children can learn, but requires support. However, addressing learning barriers and responding to diverse needs remains a challenge in some South African schools, leading to the exclusion of some learners.

Objectives: This study explored teachers' perceptions of including learners who experience barriers to learning and responding to their diverse learning needs.

Method: A qualitative case study was conducted using purposive sampling to select six schools across two geographical contexts within one district in the North West province, South Africa. Focus groups were conducted with six school-based support teams (three to five members each), and semi-structured interviews were conducted with six school principals.

Results: Teachers expressed concerns about inadequate and limited training in inclusive education, which contributes to persistent negative attitudes. The continued application of the medical model still prevailed. Systemic challenges such as overcrowded classrooms, limited teaching and learning time, insufficient policy guidance, and inadequate support from district-based support teams were also highlighted.

Conclusion: Teachers' reluctance to implement inclusive education policies may be linked to perceptions of inadequate training and lack of resources to address diverse learner needs. Many teachers still follow the medical model rather than an inclusive approach to equitable education. A shift towards inclusive practices requires regular review and support to prevent learner exclusion.

Contribution: The study contributes to policy and practice by advocating for ongoing review and enhancement of inclusive education strategies and pedagogies.

Background: Students with disabilities in higher education continue to face significant challenges, including infrastructural barriers and stigma, which hinder their full participation. Although disability and student counselling units have been established, their effectiveness may be questionable.

Objectives: Our study explored the perceptions of students with disabilities (SWDs) at selected higher education institutions (HEIs) in Raymond Mhlaba, Eastern Cape, regarding the effectiveness of institutional support systems in shaping their academic experiences.

Method: A qualitative approach was employed, using semi-structured interviews to gather data from 15 SWDs at selected institutions. Data were thematically analysed.

Results: Findings revealed that institutional support systems played a crucial role in assisting students by providing counselling, wheelchair-accessible residences, food parcels and motorised wheelchairs. However, some participants noted that some services, such as assistive technology and academic accommodations, were not well advertised to students by Disability Offices. Consequently, only students who disclosed their disabilities accessed these services, while those who did not disclose remained unaware and unsupported.

Conclusion: Despite the crucial role of institutional support systems, there is a significant gap between students' awareness of and ability to access or use the services. Strengthening communication and encouraging students to disclose their disabilities through efforts by administrators, disability services and faculty staff could improve access to support.

Contribution: Our study contributes to the understanding of how HEIs can create inclusive environments that promote academic and social integration for SWDs.

Background: People with intellectual disabilities are generally not consulted in the development of public policies, which impact their lives, and little is known about how to best empower people with intellectual disabilities to enable them to participate in public policy processes.

Objectives: Our article reports on developing a conceptual framework to support self-advocacy by people with intellectual disabilities in social and health-related policy development in South Africa.

Method: Our qualitative study was conducted using empowerment theory and integrated the concept of Ubuntu as a guide and was underpinned by a phenomenological approach. Data were collected through a scoping review, semi-structured interviews and focus groups. The scoping review was conducted using the Joanna Briggs Institute (JBI) scoping review protocol. Semi-structured interviews and focus groups were analysed using framework analysis. Data sources were triangulated to develop the conceptual framework, using a process adapted from three approaches used to develop similar conceptual frameworks.

Results: Data triangulation identified three core elements for self-advocacy: (1) personal development; (2) creating a supportive environment to facilitate the empowerment of people with intellectual disability; and (3) improved policy participation opportunities.

Conclusion: Participation of people with intellectual disabilities in public policy decisions, which can improve their quality of life, can be supported by developing their capacity for participation and increasing policymakers' understanding as well as facilitation of what is needed to support their participation.

Contribution: Our study offers a framework for a comprehensive approach to supporting people with intellectual disabilities in participating in and influencing public policy processes that impact their lives.

Background: Dyslexia is a neurodevelopmental disorder that affects reading, writing and spelling. While it is often identified and accommodated in educational settings, employees with dyslexia (EWD) may still face challenges in the workplace as they continue to struggle with this disability throughout their adult lives. While dyslexia can pose challenges for adults in the workplace, accommodations and support measures are available to help mitigate these difficulties.

Objectives: This study explored the nature of organisational support provided to EWD within South African organisations.

Method: This qualitative research study adopted a constructivist paradigm and applied a qualitative descriptive research strategy. The research approach involved conducting 15 (N = 15) semi-structured virtual interviews with EWD.

Results: Employees with dyslexia identified challenges related to dyslexia. Some reported efficient organisational support, while others felt it was lacking. Many used adaptive strategies to cope with daily difficulties. Recommendations were made to improve support for EWD.

Conclusion: Employees with dyslexia's experiences can inform the development of inclusive policies and practices supporting these individuals. Moreover, EWD highlighted the importance of raising awareness and promoting a culture of inclusivity and support for dyslexia within South African organisations.

Contribution: The study contributes to the literature on dyslexia and the workforce regarding organisational support within a South African context and has captured the need to encourage heightened awareness, empathy and equitable practices within organisations.

Background: We analysed the use of differentiated reading support by Grade 3 teachers and learning support teachers to help learners with barriers to reading in three full-service schools in Tshwane North District in Gauteng Province, South Africa.

Objectives: The study explored how Grade 3 teachers and learning support teachers in full-service schools implement differentiated instruction to support learners with reading difficulties in their classrooms.

Method: A qualitative approach with a case study design was used to collect data from 11 Grade 3 class teachers and 6 learning support teachers in three full-service schools. Data were obtained using semi-structured interviews and classroom observations; thus, an interpretivist paradigm was followed.

Results: The findings showed that different strategies were employed by the participants, but some of the finer applications of differentiated instruction were unused. The following themes emerged: choosing different reading materials as content, the process during the teaching of reading, the product in the teaching of reading, the learning environment and the need for in-service teacher training.

Conclusion: The results highlighted the difficulties inherent in using differentiated instruction based on Grade 3 learners' reading needs. Many of the learners had specific barriers to reading.

Contribution: The study contributes to the literature on methods of teaching reading in Grade 3 classes. It captures the need for teacher professional development regarding using the finer applications of differentiated instruction in the classroom.

Background: Childhood injuries resulting in disability represent a critical global health challenge, particularly for children under five and their families. Unintentional injuries, including falls, fractures, burns, scalds, and poisoning, pose significant risks. In Oyo State, Nigeria, limited maternal knowledge about these injuries potentially contributes to inadequate prevention strategies.

Objectives: The study examined unintentional childhood injuries among children under five by identifying nature of injury, assessing maternal knowledge and attitudes, and exploring associations between socio-demographic factors and their knowledge and attitude.

Method: A cross-sectional survey was conducted across two hospitals, employing a structured questionnaire to collect data on injury characteristics, maternal knowledge, and attitudes. Statistical analysis using SPSS version 23.0 involved percentage calculations, standard deviation, Fisher's exact test and chi-square test to evaluate demographic variable associations at a 5% significance level.

Results: Findings revealed falls, scalds, soft tissue damage, poisoning, and burns as the most frequent unintentional injuries necessitating hospitalisation. The research uncovered a significant deficit in maternal knowledge about childhood injuries, accompanied by predominantly negative preventive attitudes. Mothers' age, religious background, and educational attainment demonstrated statistically significant correlations with knowledge scores.

Conclusion: The study exposes critical gaps in understanding and preventing childhood injuries, emphasising the urgent need for targeted educational interventions across community stakeholders to mitigate risks and improve child health outcomes.

Contribution: The study contributes to the existing literature, identified specific knowledge deficits regarding childhood injury prevention and factors that influence preventive knowledge and attitude. It also provides an evidence-base for developing appropriate educational interventions targeting vulnerable population.

Background: Early communication supports are essential for development, learning and later employment. For children with visual impairments and blindness (VI and B), we argue that communication and its supports need to be considered outside of the normative ableist framework to best facilitate development.

Objectives: This study aimed to explore and describe how a home-based programme at a community-based organisation supported the communication development of children with VI and B by exploring and describing: (1) the organisation, its context and ethos; (2) the programme methodology including, role players, skills and activities; and (3) communication opportunities.

Method: A case study design was employed, and data were collected through interviews, document reviews and observations. Notably, one member of the research team has a VI, which provided additional context and understanding of the case and enhanced the analysis process.

Results: Key themes emerging from the data included the organisation's history and context that shaped its ethos, the focus on a parent-led methodology and the support of communication through early multimodal opportunities.

Conclusion: The findings emphasise the importance of understanding communication and communication supports beyond the normative ableist framework, which creates opportunities to appreciate and support communication holistically. More specifically, for speech-language pathologists, this study can expand their understanding of communication and raises questions about the profession's potential contribution.

Contribution: The study contributes to the literature within the South African context that demonstrates the value of communication and further captures how multimodal community support contributes to the health and wellbeing of people with disabilities.

Background: Spinal cord injury (SCI) is a life-changing experience that comes with multiple health challenges such as bowel, bladder and sexual health problems. Studies on the experiences of people with SCI based in rural South Africa are scarce.

Objectives: This study aimed to explore the experience and long-term care needs related to sexual, bowel and bladder problems in people with SCI in a rural setting.

Method: An exploratory qualitative design was employed. Semi-structured interviews were conducted with people with SCI living in rural KwaZulu-Natal. The interviews were transcribed verbatim and coded. The content analysis steps were followed to identify categories and themes.

Results: A total of 12 individuals with SCI were interviewed. Frustration was the main theme that emerged with three sub-themes: types, management and effects of sexual, and bladder and bowel problems on individuals with SCI. The expressed long-term care needs were medication specific to SCI conditions, health information on secondary health conditions and prevention care, and resources such as nappies and quality catheters.

Conclusion: The findings confirm that secondary health conditions such as bowel, bladder and sexual health problems affect the well-being of people with SCI in rural settings. Prevention care is urgently needed.

Contribution: Patient education information on bowel, bladder and sexual health problems, and access to medication is imperative to support self-management practice.

Background: A myriad of physical, psychosocial and environmental sequelae are associated with limb loss. However, there is a paucity of empirical South African data, which focusses on these sequelae, how they interface with the amputee's quality of life as well as the challenges they experience following amputation.

Objectives: This study sought to explore the biopsychosocial effects of amputation and how it affected the quality of life of transtibial amputees.

Method: A qualitative approach guided this study. Data were collected using one-on-one interviews with 14 unilateral transtibial amputees. Data were analysed thematically.

Results: Five broad themes emerged from the inquiry, which captured amputees' experiences of phantom limb pain, body image disturbances and their challenges related to adapting to daily activities. Participants also expressed the salience of familial support as well as the importance of psychological interventions to cope.

Conclusion: The findings suggested that support networks and professional psychological intervention are imperative in facilitating successful adjustment to the amputation experience. Raising awareness of limb loss, in both rural and urban settings, may help reduce the stigma attached to it.

Contribution: Quality of life comprises several domains, namely physical, psychological, environmental and social. However, limited local and international data exists regarding the environmental and social effects. This study brought to the fore the positive and negative effects of amputation in each domain, as well as various strategies, which facilitate successful adjustment to amputation.