African Journal of Disability最新文献

Background: Community-based inclusive development (CBID) acknowledges society's critical role in supporting the active participation of persons with disabilities. However, research on how this approach relates to the context-sensitive socially situated barriers of disability stigma is underexplored.

Objectives: This study aimed to understand the drivers and experiences of disability stigma in Ethiopia, from the perspective of persons with disabilities engaged in CBID programmes, and to establish how disability stigma acts as a barrier to participation.

Methods: An inductive methodological approach guided the research design. Mixed methods were used including a narrative review of disabilities studies literature, 16 semi-structured interviews with persons with disabilities, and a quantitative survey of 970 persons with disabilities across three communities in Ethiopia.

Results: Informed by theories of epistemic justice, this study identified specific indicators of meaningful participation and examined how these relate to experiences of disability stigma. The study found that the participation of adults with disabilities in society is restricted across different areas of life. Misconceptions about the causes of disability and social perceptions regarding the capacities of persons with disabilities are found to exacerbate stigma and act as a barrier to participation.

Conclusion: Targeted efforts to challenge internalised norms and harmful beliefs within CBID approaches are required to address disadvantages arising from embedded disability stigma.

Contribution: This study makes conceptual, empirical and practical contributions that advance insights into the relationship between disability stigma and participation in Ethiopia and the dimensions of epistemic justice relevant to understanding the nature and drivers of disability stigma.

Background: Access to, and occupational performance in, out-of-home-life-spaces is linked to health, wellbeing and quality of life for older adults. There is little evidence of how this relates to older adults with limited resources in an African urban context.

Objectives: To describe the out-of-home-life-spaces accessed and valued by older adults with limited resources, living in an urban South African setting.

Method: An exploratory concurrent mixed methods study saw 84 rehabilitation clinicians conduct 393 face-to-face interviews with older adults. Clinicians produced reflective field notes and participated in focus groups. Quantitative data were analysed using descriptive statistics with SPSS Version X. Qualitative data were analysed through inductive content analysis.

Results: Older adults walked, used mini-bus taxis or private vehicles to get to places of worship, medical facilities, shops, family and friends and special interest gatherings on a weekly or monthly frequency. Lack of funds was the main barrier. Older adults aspired to travel, go on holiday and to visit out-of-town family homes.

Conclusion: Exploring the daily lived experience of older, urban South Africans with limited resources brought to light the value they attribute to participation in activities that contribute to the wellbeing of their families and communities. Such activities are found in a variety of life spaces.

Contribution: Results could inform policy makers and service providers in their planning of community mobility, transportation services and health care, for older adults with limited resources.

Background: Assistive technologies (ATs) enable persons with visual impairment (PwVI) to equitably benefit from public library resources and services as their sighted counterparts. However, the extent to which this facility is available and used at public libraries in less-developed countries remains largely unknown.

Objectives: This study reports on the investigation done on the availability and use of ATs by PwVI at public libraries in the cities of Ekurhuleni and Johannesburg in South Africa.

Method: The study used a multimethod and explanatory sequential design in which data were collected through questionnaires administered with 131 librarians and interviews held with 10 PwVI.

Results: The findings of the study point towards inadequate availability of computers with internet services, audiotapes, screen magnifying and reading software, and these were used for, among others, leisure, research, job searching and communication.

Conclusion: The study concludes that certain ATs were inadequately available and used by PwVI at some libraries in the cities of Ekurhuleni and Johannesburg. The study recommends training for PwVI on how to use ATs, marketing of available ATs, training of staff on how to render AT-based services as well as management availing adequate budget for the development of AT-based collection.

Contribution: The study contributes to the understanding of the types of ATs available and used by PwVI in public libraries.

Background: Parenting a child with a developmental disability (DD) has a substantial influence on the lives of the parents or caregivers, as well as on how the family operates. This is frequently because of the adjustments in some daily practices that are crucial for parents' or caregivers' human capabilities to provide for childcare. There is not enough research done on human capabilities of parents or children with DD in South Africa.

Objectives: This study investigated the available support in improving the human capabilities of parents or caregivers with children with DD and the bodily health and bodily integrity human capabilities of parents or caregivers with children with DD.

Method: Qualitative interviews were conducted with 11 parents or caregivers of children aged between 1 and 8 years old with DD. This study used snowball sampling. Thematic data analysis was chosen to analyse the data collected.

Results: The results of the study indicate that participants have difficulties bringing up their children because of the emotional strain that goes along with parenting a child with DD. In addition, participants were not able to afford decent and satisfactory shelter and had limited access to good quality food because they could not afford it.

Conclusion: A lack of social support and care burden influences parents' or caregivers' ability to raise their child with developmental disability.

Contribution: The study contains helpful information about families of children with DD in under-resourced locations. The information may be of significance to policymakers who are accountable for designing and executing policies that are targeted at assisting parents or caregivers of children with DD.

Background: South Africa adopted a policy on inclusive education in 2001 to ensure that all learners are accommodated and accepted in the classrooms despite their differences.

Objectives: This study was aimed at exploring the inclusion of learners with learning disabilities in mainstream primary schools for teaching and learning.

Method: This study followed a qualitative approach embedded in a descriptive phenomenological design. Data were generated through in-depth interviews with individual participants and were analysed thematically for content. Six teachers from six different mainstream primary school classrooms were purposefully selected for the study.

Results: Findings revealed that overcrowding, time constraints and lack of parental involvement impede the inclusion of learners with learning disabilities in mainstream classrooms. However, teachers use: (1) multi-level teaching, (2) concrete teaching and/or learning aids, (3) differentiated instruction and (4) code-switching in accommodating learners with learning disabilities.

Conclusion: This study argues that for learners with learning disabilities to be more included in mainstream classrooms, the learner population should be reduced to a maximum of 30 learners per class, and collaboration with parents should be enhanced. Also, the arrangement of learners for teaching and learning could be limited to small groups consisting of four to five learners. Multi-level teaching and differentiated instruction should be applied in settings that do not require learners to be separated from their peers without learning disabilities.

Contribution: This study will help improve teachers' inclusive classroom pedagogical practices for all learners including those with learning disabilities.

Background: Preventing adversity from accelerating among learners with specific learning disabilities (SLD) is imperative. Continuous adversities, such as social-emotional, psychological and academic difficulties, characterise learners with SLD. Prior studies have been conducted on learners with SLD developing a disorder because of the difficulties they face. However, very few studies offer evidence of how learners presenting with SLD cope despite their learning disability.

Objectives: The study sought to investigate what resilience resources are available among learners with SLD in learners with special education needs (LSEN) schools and to provide stakeholders with evidence of resilience enablers for learners with SLD.

Method: An exploratory quantitative research study was adopted, and 217 respondents with SLD were selected through purposive sampling in four LSEN schools. These learners completed the Child and Youth Resilience Measure (CYRM-28). Data were analysed using the Statistical Package for the Social Sciences (SPSS) and the custom table was used as a statistical technique.

Results: Even though the presence of SLD negatively affects an individual's academic, psychological, social and emotional functioning, the results of this study show that individual qualities, relationships with caregivers and peers and contextual resources were resilience-enabling resources for learners with SLD.

Conclusion: The study's results show that the combination of individual attributes, relational and environmental factors enables the resilience of learners with SLD. When given accessible and meaningful support, learners with SLD can develop resilience.

Contribution: The study contributes to the dearth of knowledge regarding the resilience of learners with SLD in LSEN schools.

[This corrects the article DOI: 10.4102/ajod.v11i0.807.].

Background: There is an emerging body of knowledge on the lived experiences of parenting a child with autism from a maternal perspective. Mothers' reactions to their children's autism diagnoses have been identified as a key factor influencing their children's long-term outcomes.

Objectives: This qualitative study aimed to explore how South African mothers experience their children's autism diagnoses.

Method: Telephonic interviews were conducted with 12 mothers from KwaZulu-Natal to understand their experiences prior, during and following their children's autism diagnoses. The data were analysed thematically according to the values of ubuntu, social support, culture, tradition, interpersonal relationships, interconnectedness and continuity and compared to the existing scholarship, employing an Afrocentric theoretical lens.

Results: The participants held strong cultural and religious beliefs which influenced the entire diagnosis process. Some, who waited a long time, turned to traditional healers or religious leaders. While some reported feeling relieved after the diagnosis, in the sense of at least having a name for their child's condition, they also reported feeling overwhelmed by the realisation that there is no cure for autism. Over time, mothers' feelings of guilt and anxiety declined, and they became increasingly resilient and empowered as their understanding of the meaning of their children's autism diagnosis deepened, but many continued to pray for a miracle.

Conclusion: Future research should focus on how to enhance support for mothers and their children during each of the three phases of autism diagnosis: prior, during and following their children's autism diagnoses.

Contribution: The study highlighted the crucial role of community-based religious and cultural organisations in providing appropriate support to mothers and their children diagnosed with autism, aligned to the values of ubuntu, social support, culture, tradition, interpersonal relationships, interconnectedness and continuity.

Background: The burden of disability because of traumatic limb amputation, particularly transfemoral amputation (TFA) is disproportionately carried by low- and middle-income countries. The need for improved access to prosthesis services in these settings is well-documented, but perspectives on the burden imposed by TFA and the challenges associated with subsequent prosthesis provision vary among patients, caregivers and healthcare providers.

Objectives: To examine the burden of TFA and barriers to prosthesis provision as perceived by patient, caregiver and healthcare professional, at a single tertiary referral hospital in Tanzania.

Method: Data were collected from five patients with TFA and four caregivers recruited via convenience sampling, in addition to 11 purposively sampled healthcare providers. All participants participated in in-depth interviews regarding their perceptions of amputation, prostheses and underlying barriers to improving care for persons with TFA in Tanzania. A coding schema and thematic framework were established from interviews using inductive thematic analysis.

Results: All participants noted financial and psychosocial burdens of amputation, and perceived prostheses as an opportunity for return to normality and independence. Patients worried about prosthesis longevity. Healthcare providers noted significant obstacles to prosthesis provision, including infrastructural and environmental barriers, limited access to prosthetic services, mismatched patient expectations and inadequate coordination of care.

Conclusion: This qualitative analysis identifies factors influencing prosthesis-related care for patients with TFA in Tanzania which are lacking in the literature. Persons with TFA and their caregivers experience numerous hardships exacerbated by limited financial, social and institutional support.

Contribution: This qualitative analysis informs future directions for research into improving prosthesis-related care for patients with TFA in Tanzania.