https://ajod.org/index.php/ajod/issue/feedAfrican Journal of Disability2024-03-16T14:16:01+01:00AOSIS Publishingsubmissions@ajod.orgOpen Journal Systems<a id="readmorebanner" href="/index.php/ajod/pages/view/journal-information" target="_self">Read more</a> <img style="padding-top: 2px;" src="/public/web_banner.svg" alt="" />https://ajod.org/index.php/ajod/article/view/1347Staff perception on including students with physical disabilities at a South African university2024-03-16T14:16:01+01:00Mashudu R. Mphohonimashudu.mphohoni@smu.ac.zaMartha Geigermgeiger@sun.ac.zaSurona Visagiesuronav@sun.ac.zaMashudu Manafemashudu.manafe@smu.ac.za<p><strong>Background:</strong> International and local policy frameworks on disability promote inclusive higher education practices for students with disabilities (SWD). However, the actual application of these frameworks concerning students with physical disabilities (SWPD) in any School of Health Care Sciences (SHCS) is uncertain in South African universities.</p><p><strong>Objectives:</strong> This study aimed to explore the perceptions of academic and admission staff on the inclusion of SWPD in SHCS at a South African university. The study was carried out at a University of Health Sciences in South Africa.</p><p><strong>Method:</strong> A qualitative study in which respondents (<em>n</em> = 12) were interviewed in depth about their perceptions on the inclusion of SWPD in the SHCS. Thematic analysis was used in the data assessment.</p><p><strong>Results:</strong> The results revealed three main themes: policy discourse, environmental effects on inclusion and SWPD enrolment. Respondents reported the lack of a disability inclusion policy and disability unit to support SWD in general. The respondents also noted that there were environmental challenges that could potentially affect the inclusion of SWPD in SHCS study programmes. Respondents also indicated that there was no SWPD enrolment as the university’s current inclusion and/or quota system does not include SWD.</p><p><strong>Conclusion:</strong> The findings of the study showed a lack of disability inclusion policy, environmental challenges and lack of SWPD enrolment. Based on the study findings, it can be concluded that inclusion of SWPD at this university may be negatively influenced.</p><p><strong>Contribution:</strong> The study findings contribute to the field of disability and the inclusion of SWPD in higher education institutions (HEIs).</p>2024-03-15T06:00:00+01:00Copyright (c) 2024 Mashudu Ronald Mphohoni, Martha Geiger, Surona Visagie, Mashudu Manafehttps://ajod.org/index.php/ajod/article/view/1268Challenges of competency-based curriculum in teaching learners with learning disabilities2024-03-04T14:10:17+01:00Jabulani Mpofujabumpofuh@gmail.comMaximus M. Sefothomsefotho@uj.ac.za<p><strong>Background:</strong> Zimbabwean government adopted competency-based curriculum in 2017 as a measure to prepare learners for life and work in an indigenised economy and increasingly globalised and competitive environment. The government also sought to ensure that learners develop skills necessary for lifelong learning in line with the emerging opportunities.</p><p><strong>Objectives:</strong> The purpose of this study was to explore challenges faced by teachers in the implementation of competency-based curriculum to learners with learning disabilities in Mhangura of Makonde District in Zimbabwe.</p><p><strong>Methods:</strong> A constructivist lived experience perspective underpinned this research, in which a single case study was used to interact with participants on challenges faced by teachers in the implementation of competency-based curriculum to learners with learning disabilities. Purposive sampling was used to select nine participants (five males and four females). Data were collected through face-to-face interviews and transcribed verbatim. Four themes emerged from the thematic analysis of data sources.</p><p><strong>Results:</strong> Results indicated that participants were facing several challenges in implementing competency-based curriculum to learners with learning disabilities. Among the cited challenges were negative attitudes towards learners with learning disabilities, poor teacher preparation, lack of resources and poor collaboration.</p><p><strong>Conclusion:</strong> The study concluded that the objectives of competency-based curriculum are noble to learners, but its implementation is not inclusive.</p><p><strong>Contribution:</strong> The study findings will assist in identifying areas that need to be improved and need strengthening. The education policy makers in the country will have a better understanding of challenges faced by teachers in the implementation of competency-based curriculum in Zimbabwe.</p>2024-03-04T13:50:00+01:00Copyright (c) 2024 Jabulani Mpofu, Maximus M. Sefothohttps://ajod.org/index.php/ajod/article/view/1134The voice of a group of teachers in full-service schools in South Africa2024-03-01T12:57:26+01:00Anna J. Hugoannajohugo@gmail.comNafiza Mobaranafizamobara@gmail.om<p><strong>Background:</strong> Full-service schools (FSSs) were introduced into the South African school system as part of the movement towards inclusive education.</p><p><strong>Objectives:</strong> The authors of this article embarked on a study to obtain the opinions and feelings of a group of teachers about FSSs and inclusive education. Thus, the ‘voice’ of these teachers could be heard.</p><p><strong>Method:</strong> The research followed a qualitative approach using group discussions and classroom observations. Triangulation was used to verify information.</p><p><strong>Results:</strong> The data revealed that the teacher participants had definite opinions and feelings about inclusive education in FSSs and their classroom experiences also came to light. The themes arising from the research are the teachers’ opinions about teaching in FSSs, support from the school and the school management, discipline in the schools, teaching methods, language issues, religion and parent involvement.</p><p><strong>Conclusion:</strong> It is clear that the specific needs of teachers whose schools were transformed into FSSs will have to be attended to. The teachers are the ones who have to apply inclusive education in their classrooms, and it is essential that teachers’ teaching and personal needs in full-service classrooms are addressed.</p><p><strong>Contribution:</strong> The article contributes to a better understanding of the teachers’ important role in FSSs and the problems experienced by the teachers. This aligns with the ethos of inclusive education and human rights included in the scope of the journal.</p>2024-02-28T06:00:00+01:00Copyright (c) 2024 Anna J. Hugo, Nafiza Mobarahttps://ajod.org/index.php/ajod/article/view/1282Competence of teachers towards managing trauma among children with disabilities in Ghana2024-03-01T12:57:26+01:00Maxwell P. Opokumaxwell.p@uaeu.ac.aeNegmeldin Alsheikhnalsheik@uaeu.ac.aeDaniel Miezahdaniel.mieza@ucc.edu.ghHaseena Shah201950325@uaeu.ac.aeHala Elhowerishalae@uaeu.ac.aeAshraf Moustafaashraf.m@uaeu.ac.ae<p><strong>Background:</strong> Although trauma is one of the leading causes of behaviour problems among children with disabilities, there has been limited scholarly interest in trauma management within the discourse of implementation of inclusive education.</p><p><strong>Objectives:</strong> The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers’ awareness of trauma management among students with disabilities studying in regular classrooms.</p><p><strong>Method:</strong> A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study. The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression.</p><p><strong>Results:</strong> The results showed teachers’ uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework.</p><p><strong>Conclusion:</strong> The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management.</p><p><strong>Contribution:</strong> Studies on trauma management within the discourse of implementation of inclusive education are scarce. This study extends the literature on inclusive education to teacher development to support trauma management among students with disabilities in regular schools.</p>2024-02-26T08:00:00+01:00Copyright (c) 2024 Maxwell P. Opoku, Negmeldin Alsheikh, Daniel Miezah, Haseena Shah, Hala Elhoweris, Ashraf Moustafahttps://ajod.org/index.php/ajod/article/view/1205Empowering marginalised groups through co-operative inquiry: Illustrated by a practical example2024-03-01T12:57:26+01:00Jerome P. Fredericksjpf@sun.ac.zaSurona Visagiesuronav@sun.ac.zaLana van Niekerklanavn@sun.ac.zaHamilton G. Pharaohhpharaoh21@gmail.com<p><strong>Background:</strong> Cooperative inquiry gives a voice to marginalised groups and breaks down power imbalances which makes it suitable for researching practical issues at community level.</p><p><strong>Objectives:</strong> The objective of this article is to illustrate how cooperative inquiry can be utilised to empower members of marginalised communities in facilitating social change.</p><p><strong>Method:</strong> The study setting is in Paarl, Western Cape, South Africa. A cooperative inquiry methodology was used. The inquiry group consisted of wheelchair users (9), their care givers (8), taxi drivers (7) and stakeholders (4). Data collection comprised 16 sessions, alternating between action and reflection. Inductive thematic analysis of data of all the phases was done to ensure that cooperative inquiry gives voice to marginalised communities.</p><p><strong>Results:</strong> The four themes that is, practical arrangements, understanding process, purpose, bonding and a cohesive group were identified. The themes showed progress from logistics, through individual understanding, to the group becoming one, and working together. Each of these phases is important in the development of a cooperative inquiry.</p><p><strong>Conclusion:</strong> Cooperative inquiry methodology can bring people together in a positive way to facilitate social change, and developing practical solutions to challenges.</p><p><strong>Contribution:</strong> Making use of a cooperative inquiry methodology to bring social change, minibus taxi services can be made accessible for wheelchair users. Concepts of social justice and decolonisation were imbued in the methodology.</p>2024-02-26T06:00:00+01:00Copyright (c) 2024 Jerome P. Fredericks, Surona Visagie, Lana van Niekerk, Hamilton G. Pharaohhttps://ajod.org/index.php/ajod/article/view/1262Motor proficiency of learners with moderate to severe intellectual disabilities2024-03-01T12:57:26+01:00Jose M. Fernandesmarcofernandes001@gmail.comMonique de Milanderdemilanderm@ufs.ac.zaElna van der Merwedewaale@ufs.ac.za<p><strong>Background:</strong> Intellectual disabilities refer to a permanent brain condition that interferes with a learner’s ability to perform basic living tasks, academic tasks and social interactions. By observing the motor proficiency levels of these learners, one can determine the extent of a learner’s possible physical motor proficiency barriers.</p><p><strong>Objective:</strong> To determine the motor proficiency levels of learners with moderate to severe intellectual disabilities using the Bruininks–Oseretsky Test of Motor Proficiency, second edition (BOT-2) Brief Form.</p><p><strong>Method:</strong> This quantitative descriptive study included 46 learners (17 girls and 29 boys) from a Mangaung school for learners with special needs between the ages of 15 and 17 years.</p><p><strong>Results:</strong> Indicated that 31 learners (67.4%) out of 46 learners identified with moderate to severe intellectual disabilities had a well-below average; 11 learners (23.9%) had a below average and only 4 learners (8.7%) had average motor proficiency levels.</p><p><strong>Conclusion:</strong> Alarmingly, this indicates that the majority of learners have severe motor difficulties that may reduce these learners’ abilities to perform tasks using gross and fine motor skills. Reported motor proficiency levels can be used as a guide to direct future motor intervention programmes.</p><p><strong>Contribution:</strong> Timely interventions are central to improving learners’ motor difficulties. This study focused on providing information regarding the motor proficiency levels of South African learners with ID that was not previously explored. This was an attempt to bridge the gap in knowledge pertaining to the use of standardised motor proficiency tests for South African learners with ID.</p>2024-02-21T06:00:00+01:00Copyright (c) 2024 Jose M. Fernandes, Monique de Milander, Elna van der Merwehttps://ajod.org/index.php/ajod/article/view/1253A qualitative exploration of community mobility experiences of wheelchair users2024-03-01T12:57:26+01:00Jerome P. Fredericksjpf@sun.ac.zaSurona Visagiesuronav@sun.ac.zaLana van Niekerklanavn@sun.ac.za<p><strong>Background:</strong> Freedom of movement, which is dependent on community mobility, is a key contributor to good quality of life and important in the establishment of a person’s community identity.</p><p><strong>Objective:</strong> To describe the community mobility experiences of wheelchair users who lived in a socio-economically challenged setting.</p><p><strong>Method:</strong> The study setting was Paarl, a peri-urban area of the Western Cape province of South Africa. This article reports findings from phase 1 (a reflection on past community mobility and minibus taxi use experiences) of cycle 1 of a co-operative inquiry. Nine adult wheelchair users, eight caregivers, six minibus taxi drivers, and four community stakeholders participated. Data were collected during a focus group discussion and analysed using inductive thematic analysis.</p><p><strong>Results:</strong> Four themes, ‘Knowledge, attitudes, and actions’, ‘Natural, manmade and mechanical environmental barriers’, ‘Health and safety concerns’ and ‘Poor community participation and quality of life’ were identified. The themes showed how difficult an everyday activity like moving around in the community were for wheelchair users, and how that limited their community involvement.</p><p><strong>Conclusions:</strong> Wheelchair users living in a low-income peri-urban area struggled to participate in community activities meaningful to them because various barriers hampered community wheelchair mobility and minibus taxi use.</p><p><strong>Contribution:</strong> The findings regarding community mobility struggles and specifically minibus taxi access guided specific recommendations and the further phases and cycles of the co-operative inquiry. The purpose of the co-operative inquiry was to allow co-researchers to find their voice and develop solutions to minibus taxi access for wheelchair users.</p><strong></strong>2024-02-16T06:00:00+01:00Copyright (c) 2024 Jerome P. Fredericks, Surona Visagie, Lana van Niekerkhttps://ajod.org/index.php/ajod/article/view/1152The profile of people undergoing lower limb amputations at Groote Schuur Hospital2024-03-01T12:57:26+01:00Katleho Limakatsomaxwell.limakatso@uct.ac.zaJenna Tuckerjenna.tucker@alumni.uct.ac.zaLennie Bandalennie.banda@alumni.uct.ac.zaCheyne Robertsoncheyne.robertson@alumni.uct.ac.zaRomy Parkerromy.parker@uct.ac.za<p><strong>Background:</strong> The annual incidence of lower limb amputations (LLA) at Groote Schuur Hospital is rising gradually. However, little is known about the sociodemographic and clinical profiles of people undergoing these limb amputations.</p><p><strong>Objectives:</strong> To collect and analyse data to describe the sociodemographic, health and amputation profiles of people who have undergone LLA at Groote Schuur Hospital.</p><p><strong>Method:</strong> A descriptive retrospective chart review was conducted using a sample of 107 participants who had undergone LLA at Groote Schuur Hospital between January 2019 and July 2020. A customised assessment tool was used to extract data on the sociodemographic, health and amputation profiles of patients who had LLA. Data were analysed descriptively.</p><p><strong>Results:</strong> Sixty per cent of the patients who had undergone LLA at Groote Schuur Hospital were women. Most of the patients were over the age of 60 years and had not completed school and were pensioners or unemployed, with very low income and multiple co-morbidities including poorly controlled diabetes.</p><p><strong>Conclusions:</strong> Complications because of uncontrolled diabetes were the primary indication for LLAs at Groote Schuur Hospital. Therefore, health literacy projects are indicated to address chronic diseases of lifestyle, which, in turn, may reduce the overall burden of LLA, particularly on the South African under-resourced healthcare system.</p><p><strong>Contribution:</strong> The results of this study may help us identify key factors that predispose patients to LLAs. Consequently, this may help us identify key areas for prevention and better management of diseases that can result in complications that indicate the need for amputation.</p>2024-02-14T06:00:00+01:00Copyright (c) 2024 Katleho Limakatso, Jenna Tucker, Lennie Banda, Cheyne Robertson, Romy Parkerhttps://ajod.org/index.php/ajod/article/view/1323Delays in Education and Leadership for Youth with Disabilities: Lessons from the TamTam Project2024-02-01T12:29:03+01:00Nfotoh P. Kesahprincenfortoh@gmail.comWanka’a R. Chewankaaregische@gmail.comAgbor A. Agbor Juniorjuniorayuk1@gmail.comLynn Cockburnl.cockburn@utoronto.ca<p>No abstract available.</p>2024-01-24T06:00:00+01:00Copyright (c) 2024 Agbor A. Agbor Junior, Nfotoh P. Kesah, Wanka’a R. Che, Lynn Cockburnhttps://ajod.org/index.php/ajod/article/view/1251Prevalence and levels of disability post road traffic orthopaedic injuries in Rwanda2024-02-01T12:29:03+01:00JC Allen Ingabireingabireallenjc@gmail.comAimee Stewartaimee.stewart@wits.ac.zaJean Baptiste Sagahutujeanbaptigol@gmail.comGerard Urimubenshiugerardus@gmail.comGeorges Bucyibarutagbucyibaruta@gmail.comSonti Pilusasonti.pilusa@wits.ac.zaCarine Uwakundauwacary2@gmail.comDidace Mugishadevmugisha@gmail.comLeontine Ingabireingaleontine@gmail.comDavid Tumusiimedktumusiime@gmail.com<p><strong>Background:</strong> Prolonged disability resulting from road traffic injuries (RTIs) contributes significantly to morbidity and disease burden. A good understanding of the prevalence and the level of disability of orthopaedic injuries in developing countries is crucial for improvement; however, such data are currently lacking in Rwanda.</p><p><strong>Objectives:</strong> To determine the prevalence and levels of disability of 2 years post-road traffic orthopaedic injuries in Rwanda.</p><p><strong>Method:</strong> A multicentre, cross-sectional study from five Rwandan referral hospitals of 368 adult RTI victims’ sustained from accidents in 2019. Between 02 June 2022, and 31 August 2022, two years after the injury, participants completed the World Health Organization Disability Assessment Schedule (WHODAS 2.0) Questionnaire for the degree of impairment and the Upper Extremity Functional Scale and Lower-Extremity Functional Scale forms for limb functional evaluation. Descriptive, inferential statistics Chi-square and multinomial regression models were analysed using R Studio.</p><p><strong>Results:</strong> The study’s mean age of the RTOI victims was 37.5 (±11.26) years, with a sex ratio M: F:3: 1. The prevalence of disability following road traffic orthopedic injury (RTOI) after 2 years was 36.14%, with victims having WHODAS score > 25.0% and 36.31% were still unable to return to their usual activities. Age group, Severe Kampala Trauma Score and lack of rehabilitation contributed to disability. The most affected WHODAS domains were participation in society (33%) and life activities (28%).</p><p><strong>Conclusion:</strong> The prevalence and levels of disability because of RTOI in Rwanda are high, with mobility and participation in life being more affected than other WHODAS domains. Middle-aged and socio-economically underprivileged persons are the most affected.</p><p><strong>Contribution:</strong> This study showed that a good rehabilitation approach and economic support for the RTI victims would decrease their disabilities in Rwanda.</p><p> </p>2024-01-18T06:05:00+01:00Copyright (c) 2024 JC Allen Ingabire, Aimee Stewart, Jean Baptiste Sagahutu, Gerard Urimubenshi, Georges Bucyibaruta, Sonti Pilusa, Carine Uwakunda, Didace Mugisha, Leontine Ingabire, David Tumusiime