Browsing by Author "Lorenzo, Theresa"

Now showing 1 - 20 of 36
  • No Thumbnail Available
    Item
    Open Access
    A world of possibilities: an exploration of experiences of children with disabilities participation in a surf therapy programme in South Africa
    (2024) Davis, Roxanne; Lorenzo, Theresa; Albertus Yumna
    Literature shows evidence of the benefits of surf therapy. However, as it is still a relatively new form of therapy, there is limited research available on it. This absence of literature is particularly evident for children with disabilities in South Africa (Benninger et al., 2020). Therefore, the intention of this study is to contribute to the knowledge gap surrounding research on the effectiveness of surf therapy as a therapeutic tool for children with disabilities in South Africa. While studies conducted in other countries have shown promising results, there is a need for research in the South African context where large health inequalities exist. The research aim was to explore the experiences of children with disabilities who participated in a surf therapy programme in the Western Cape. The research objectives were to: - Explore the effects on children with disabilities during and after participating in a surf therapy programme. - Determine the changes experienced by children with disabilities who participated in a surf therapy programme and by their parents, guardians, and professionals. - Identify the experiences of individuals delivering a surf therapy programme for children with disabilities. - Describe the adaptations of a surf therapy programme for children with disabilities A qualitative participatory research approach was used for this study. The research design was a longitudinal exploratory case study underpinned by interpretive phenomenological analysis. Thirty-five participants took part in the study, namely five children with disabilities, five parents, five professionals, and twenty individuals that delivered the surf therapy programme. The data gathering methods used with participants were Narrative Interviews, the Most Significant Change technique, and Ripple Effects Mapping, respectively. The findings supported the promotion of mental, physical, social, and emotional health through a surf therapy programme. Additionally, participation in the programme had an impact on reshaping participants' worldview, and the development and mastery of new skills. Three main themes emerged from chapter 4, the analysis of the five children's narratives: Theme 1: Surfing has taught me to be more myself: promoting mental, emotional, and physical health. Theme 2: People realised they must not underestimate me: Reshaping a worldview Theme 3: Now I like to (am) stress free: Developing new skills. Four main themes emerged from chapter 5, the analysis of the perspectives of the parents, guardians, and professionals: Theme 1: A Sanctuary of Self Discovery: Personal growth and development. Theme 2: Broadening the horizon: Noteworthy and meaningful changes that happened outside of the participants' surfing environment as well as social changes experienced. Theme 3: Beyond the barriers: The viewpoint of changed perspectives and new realisations. Theme 4: An open door: The areas of change and their significance, as well as areas the programme participants attribute to this change. Six main themes emerged from chapter 6, the experiences of the individuals delivering the surf therapy programme for children with disabilities: Theme 1: It is both a learning and a teaching experience: Skills development and mastery for the individuals delivering the surf therapy programme. Theme 2: Being unapologetically who you are: Experiences of positive affective behaviour. Theme 3: View differently abled differently: Multi-directional interaction which led to transformational changes in how disability is viewed. Theme 4: This is my community, my family: The implications and impact of the surf therapy programme for and on the community. Theme 5: We are a diverse group of like-minded, goal-orientated, collaborative people: Unique qualities of the individuals delivering the surf therapy programme. Theme 6: Our ripple is longer than we think: The positive influence of an individual's actions continues to have an impact after the initial act of service. The synthesis of findings across these three chapters is discussed in chapter 8. Four key findings emerged: Key finding 1: The ambassador's journey of change: An example of the effects experienced during and after participating in a surf therapy programme. Key finding 2: Not all scary circumstances lead to a negative outcome: An example of the effects experienced during and after participating in a surf therapy programme. Key finding 3: The reciprocity of healing: Providing an opportunity for healing as an example of the effects experienced during and after participating in a surf therapy programme. Key finding 4: The ripple is longer than you think: Highlighting the broader impact that surf therapy can have on society. The research also produced a Theory of Change reflecting significant outcomes and impact, and adapted a programme and developed a guide for delivering surf therapy for children with disabilities in South Africa. There are three key implications of the study: Key implication 1: It has already influenced and can continue to influence policy based on the United Nations Convention on the Rights of Persons with Disabilities in South Africa, both locally and nationally. Key implication 2: The guide for delivering surf therapy can be used for the implementation of surf therapy programmes across other beaches in South Africa. Key Implication 3: Participating as volunteers in surf therapy can provide students with practical disability-inclusive experience in relation to their field of study
  • Thumbnail Image
    Item
    Open Access
    Building communication interventions for children with severe disabilities on cultural resources: an action research enquiry
    (2015) Geiger, Martha; Duma, Sinegugu; Lorenzo, Theresa
    In South Africa, children with severe disabilities are often the most neglected in terms of planning and providing appropriate interventions. For those with severe communication disabilities, an additional lack is in the area of the basic human right to meaningful interactions and communication. Sustainable strategies to provide opportunities for basic communicative participation of these children are urgently sought. The focus of this study, grounded in the transformative paradigm, was on culturally determined processes that can increase and enrich the communicative participation of children with severe communication disabilities in an isiXhosa language and cultural context. The aims of the study were: * to identify culturally determined non-verbal and pragmatic elements of social interaction in an isiXhosa language context. * to identify culturally appreciative strategies to support the communicative participation of children with severe communication impairments in this context. The participants were 44 mothers and/or primary carers of children with severe cerebral palsy from an under-resourced peri-urban isiXhosa speaking context in the Western Cape. The method comprised an action research journey with iterative cycles of collaborative action, reflection and subsequent further planning with participants. Data collection included action reflection group sessions, reflective dialogues with the group facilitators, and participant observations. All data was qualitative. Data analysis included a process of in-group collaborative analysis and verification followed by reflective dialogues with the group facilitators and interpretive thematic content analysis. The findings included 12 action learning outcomes, from which two main themes were identified, directly responding to the two main aims of the study. Findings that were considered new were framed as three theses: Thesis 1: Relationships are the context and motivation for communicative participation: the social inclusion and non-ostracism of mothers need to be prioritised in order for them and their children to enjoy communicative participation. Thesis 2: The 'Middle Ground' is a valuable positionality in implementing transformative action learning as an intervention approach. Thesis 3: There is a need to reframe culture as a resource in supporting the communication development of children with severe communication disabilities. In conclusion, implications for clinical practice, for training, for policy planning and implementation and for further research are discussed. Practical suggestions for application by mothers and others caring for children with severe communication disabilities in similar contexts are included.
  • Thumbnail Image
    Item
    Open Access
    The complexities of mothering when nurturing the sexuality of disabled girls
    (2006) Sait, Washeila; Steyn, M; Lorenzo, Theresa
    The purpose the study was to explore the experiences of mothers when nurturing the sexuality of their young disabled girls, and to gain some insight into the level of awareness and information that young disabled girls have about sexuality.
  • Thumbnail Image
    Item
    Open Access
    The complexity of rural contexts experienced by community disability workers in three southern African countries
    (AOSIS OpenJournals, 2015-06-09) Booyens, Margaret; Van Pletzen, Ermien; Lorenzo, Theresa
    An understanding of rural communities is fundamental to effective community-based rehabilitation work with persons with disabilities. By removing barriers to community participation, persons with disabilities are enabled to satisfy their fundamental human needs. However, insufficient attention has been paid to the challenges that rural community disability workers (CDWs) face in trying to realise these objectives. This qualitative interpretive study, involving in-depth interviews with 16 community disability workers in Botswana, Malawi and South Africa, revealed the complex ways in which poverty, inappropriately used power and negative attitudes of service providers and communities combine to create formidable barriers to the inclusion of persons with disabilities in families and rural communities. The paper highlights the importance of understanding and working with the concept of ‘disability’ from a social justice and development perspective. It stresses that by targeting attitudes, actions and relationships, community disability workers can bring about social change in the lives of persons with disabilities and the communities in which they live.
  • Thumbnail Image
    Item
    Open Access
    Disability and social change: a South African agenda
    (2011) Watermeyer, Brian; Swartz, Leslie; Lorenzo, Theresa; Schneider, Marguerite; Priestley, Mark
    This powerful volume represents the broadest engagement with disability issues in South Africa yet. It covers a wide range of perspectives of disability, from theoretical perspectives on disability, to disability in education, to disability's relationship with and effect on people living in poverty. This text can be used to support students in disability studies especially in the South African context.
  • Thumbnail Image
    Item
    Open Access
    Disability Catalyst Africa Series
    (2014-09-11) Lorenzo, Theresa
    The human rights of disabled people have been historically denied and, although various policies have been put in place to address this marginalisation, the implementation of these policies has been a challenge (Reiter, 2008; Karr, 2011). The Disability Catalyst Africa Series responds to this challenge by stimulating discussions and debates on disability, in a bid to address issues related to disabled people, who represent a minority group.
  • Thumbnail Image
    Item
    Open Access
    Disability employment support services: a case study on transition to formal employment for persons with disabilities in South Africa
    (2022) Mogensen, Karina Fischer; Kathard, Harsha; Lorenzo, Theresa
    General unemployment rates are high in South Africa, but unemployment rates for persons with disabilities in the open labour market are still considerably higher than those of able-bodied persons. Research has identified a number of barriers which hinder the full inclusion of persons with disabilities in the open labour market. These barriers include poor quality education and health care, lack of sufficient accessible infrastructure and information, lack of appropriate knowledge of and access to reasonable accommodation, and attitudinal barriers in society including a narrow belief that equates disability with inability to work. On top of these barriers black persons with disabilities are further marginalised due to the historical intersectional influences of race, poverty and disability in South Africa. With a label of ‘non-productive' and dependent, persons with disabilities struggle to access the open labour market, and sustainable decent formal employment is not a reality for many persons with disabilities. Falling into the category of ‘non-productive' and dependent in a capitalist labour market excludes people not only from getting an income but also from other aspects of well-being such as active participation in one's community, and it denies people the opportunity to realise their basic human rights and human dignity. Disability Employment Support Services (DESS) provide specific supports to facilitate the employment of persons with disabilities but there is little formal knowledge in this area. Through a qualitative case study, I sought to understand why South Africa is still struggling to make real advancements for persons with disabilities in formal employment. The research question was: How are DESS provided by a disability NGO facilitating transition into formal employment for persons with disabilities in South Africa? The study included the main stakeholders as study participants, namely learners with disabilities, the DESS provider, and host employers of the DESS learners. The study site was a disability NGO in the Western Cape Province in South Africa providing DESS.
  • Thumbnail Image
    Item
    Open Access
    'Disabled women must stand up': exploring the leadership experiences of disabled women in disabled people's organisations in Zimbabwe
    (2013) Majiet, Shanaaz; Africa, Adelene; Lorenzo, Theresa
    The aim of this study was to analyse the experiences of disabled women in leadership positions in DPOs in Zimbabwe. The literature review focused on the crosscutting issues of (1) leadership, gender and disability. (2) women and disability in Zimbabwe. and (3) the current structure of DPOs in African countries in relation to gender.
  • Thumbnail Image
    Item
    Open Access
    An exploration of the parents' experiences of the inclusion and retention of their disabled children in public schools in the Eastern Cape Province
    (2014) Tshabalala, Ntombekhaya; Lorenzo, Theresa; Pendlebury, Shirley
    South African national policy on Inclusive Education, as expressed in White Paper 6 of 2001, regards the role of parents as key to making schools inclusive sites for learning. For parents who have been historically discouraged from participating in the education of their children, this is a challenging role. The aim of this study was to assemble data which would shed light on what parents of disabled children in public schools view as relevant support for them to actively participate in the process that ensures inclusion and retention of disabled children in schools. In line with the social model of disability, this qualitative study follows a participatory action research design using critical theory as the lens through which the world of parents with disabled children was examined. Purposive sampling was used to select five parent participants in the study within a District Municipality (South Africa). They were all members of a support group of parents with disabled children. Parents were given a detailed outline of the study aims which were explained to them by the researcher at the outset and were informed that they could resign at any time without any implications thereof to their children and themselves. Individual interviews with parents, school meetings involving parents, children and teachers, researcher personal journal, narrative and focus group sessions were used for data collection. A transformative paradigm informed the data collection procedures and interactions with parents. Data was analysed through content analysis of the full data set, including the researcher’s reflective journal. Recurring patterns were identified, coded and then categorised according to similarities and meanings. Data management and analysis took place through an iterative process of selecting, simplifying and transforming raw data during and after meetings held with the assistant researcher after each meeting with the parents and in discussion with a research mentor.
  • Thumbnail Image
    Item
    Open Access
    An explorative study on the role of Disability Advice Desks in providing information on livelihood opportunities for disabled youth in the Cape Metropole
    (2017) Jordan, Cleone; Lorenzo, Theresa; Van der Heijden, Ingrid
    There is evidence that disability and poverty are closely linked (Mitra, Posarac& Vick, 2012) and in a South African context this has become more evident as unemployment remains high among youth with disabilities (Lorenzo & Murray Cramm, 2012). To address this problem and align with South Africa's legislation, empowerment strategies such as the Employment Equity Act (DoL, 1998), the Skills Development Amendment Act (DoL, 1998) and the Code of Good Practice (DoL, 1998), amongst others, were implemented to ensure that employment of people with disabilities were supported. Despite this, youth with disabilities who live in poverty found it difficult for various reasons to access information which could lead to livelihood opportunities. The literature in this study spoke about empowerment strategies but it also looked at the barriers disabled youth faced in accessing livelihood opportunities, such as the digital divide. If people with disabilities were to address other areas in their lives that were lacking, and could not, for example, access information via Internet Technology because of poverty, then alternative ways were necessary for them to access information. For this reason, it was essential that people had access to information if they were to have the capacity to exercise their other rights. The purpose of this study, was to explore the role of Disability Advice Desks (DADs) in providing information on livelihood opportunities for disabled youth in the Cape Metropole. The methodology used in the study was a qualitative explorative case study, which was based on an instrumental approach. The data collection methods were in-depth interviews, participant observation, document analysis and reflective journaling. The participants included persons with disabilities who were the service providers at the DAD as well as youth with disabilities who approached the DAD for information. Data analysis was done inductively across the different data sources to verify categories and themes until data saturation was reached. The researcher also discussed how the data was triangulated because of her direct interest in the subject. Given that the work was inherently interpretive, the biases, values and judgments of the researcher was explicitly acknowledged so that it could be taken into account in the data presentation (Creswell, 1994). Ethical issues have been considered throughout the course of the research. Two themes emerged in the findings, and three themes formed part of the discussion. The first was 'Building capacity for change' which focused on objective one: to describe the role and function of the DADs in assisting youth with disabilities in accessing information that facilitates in livelihood development. The second theme looked at 'The personal nature of the work' and focused on the experiences of the DAD service providers in assisting youth with disabilities. The third theme in the discussion was 'Wake up, stand up and do things'. This theme focused on the experiences of the disabled youth and identified the enablers and barriers that influenced them to access information on livelihood development opportunities. The conclusion provides recommendations made, which included 1. To create more awareness on the service that is provided through the DADs 2. Use existing networks to expand the DAD project 3. Emulate the NAP (see chapter one) by providing an integrated service to the disability community 4. Strengthen existing ties with stakeholders and community partners 5. An assessment of organisational capacity be undertaken to evaluate its human capital, material and financial resources to construct an organisational development plan 6. Integrate ICTs as a tool for communication and service delivery for the development of the DAD 7. Continuing professional development among the service providers with disabilities
  • Thumbnail Image
    Item
    Open Access
    Exploring a framework for decolonised disability-inclusive student walk support practices in an open and distance learning institution
    (2021) Sipuka, Olwethu; Lorenzo, Theresa; Behari-Leak; Kasturi; ‪Ngubane-Mokiwa, Sindile
    This research examined underpinning aspects of decolonised support service needs and preferences of open distance learning students with disabilities. In order to fulfil this purpose, views and perceptions of students with disabilities on the importance, availability, and accessibility of student support services were investigated. The extensive literature review done confirms the extent to which decolonisation of higher education has received prominence however, that prominence is not given to the decolonisation of support services for students with disabilities. The Capabilities Approach is utilized as the theoretical framework for this study. It coupled with the Social Model of disability channels our focus on the person's abilities rather than the impairments. Positioned as a qualitative illustrative case study, it sought to examine the factors that positively and negatively affect increased decolonisation of the higher education experiences of students with disabilities in South African universities. As the foremost Open Distance Learning institution in South Africa; the University of South Africa is the primary site for the study. Interviews with students with disabilities, the student representative council and staff members responsible for student support revealed the current experiences and perceptions of both students and staff regarding the topic. The study findings revealed key aspects of a decolonised Student Walk as being internationally relevant, students playing a pivotal role as a stakeholder, controlling worldviews, replicating inequalities and curriculum and power plays and clear strategy as a cardinal aspect of the process. It also discovered that decolonisation was not well understood by both staff and students, hypothetically pointing to many barriers than opportunities. There was disjointed institutional support initiatives that needed to be decolonised, inclusive, teaching and student support aligned. The major implications are linked to institutional level strategic support, staff training and awareness, policy reflection and strategy, inclusive initiatives and student involvement. Above all, a decolonised Student Walk framework has been proposed.
  • Thumbnail Image
    Item
    Open Access
    Exploring how young women with visual impairments navigate their participation in recreational sport
    (2021) De Vos, Dellicia; Peters, Liesl; Lorenzo, Theresa
    Regular physical activity is important to improve overall quality of life (WHO, 2011). Improving the physical activity levels of persons with disabilities, however, has not received enough attention. Current global research has focused on identifying barriers that prevent persons with disabilities from participating in recreational sport, but few of these studies were conducted in Africa and even fewer focused on the experiences of women with vision impairments specifically. Further, none of them foregrounded a focus on how participation in recreational sports might be facilitated. This study therefore aimed to explore how women with vision impairments navigate their participation in recreational sports. Narrative inquiry was employed as the study design. Three young women with vision impairments from different communities in the Western Cape, South Africa, were purposely selected. Data was generated in the form of topical life stories and subjected to a rigorous, multi-layered analytic process. This involved ‘narrative analysis' and ‘analysis of narratives' to generate a single overarching theme: “Sport and life as interconnecting circles”. This theme revealed a reciprocal influence between sport and life. Here, ‘life' refers to participation across the broad spectrum of everyday life. The findings revealed that the socialisation of women with vision impairments in their early childhood influenced their ability to navigate their participation in recreational sports. The presence of people as social champions in these women's lives contributed to facilitating the participants' participation in sports and highlighted the importance of the social inclusion of women with vision impairments. The findings call for an embedded way of thinking about the social inclusion of women with vision impairments which allows for an organic evolution of participation in recreational sports. The implication is that sports participation for women with vision impairments would occur naturally and spontaneously if they were included in other spheres of life.
  • Thumbnail Image
    Item
    Open Access
    Exploring Pathways to Work through Skills Development in Sport for Youth with Intellectual Disabilities in Metropolitan Zimbabwe
    (2021) Kasu, Sandra; Lorenzo, Theresa; Sonday, Amshuda; Mlambo,Tecla
    Background Youth with intellectual disabilities usually experience poorer post-school outcomes than youth with any other disabilities and youth in the general population (McConkey, Dowling, Hassan & Menke, 2013). Youth with intellectual disabilities are often marginalized and discriminated against regarding skills development and work opportunities as society seems to place high value on an individual's intellect (International Labour Organisation, 2015). However, international experience shows that youth with intellectual disabilities can become valuable employees with adequate training (Scheef, 2016). Participation in sports has shown to have a positive correlation with quality of life, satisfaction with life, community reintegration, and mood as well as employment opportunities for persons with disabilities (Diaz, Miller, Krauz & Fredericson, 2019). Hence it became useful to explore skills development and vocational training opportunities in sports that could facilitate youth with intellectual disabilities to access work skills training and work opportunities in urban Zimbabwe. Aim The overall aim of the study was to explore how participation in activities related to sports organisations and events enables youth with intellectual disabilities to access livelihood opportunities to become economically active. Objectives The objectives of the study were: 1. To identify any possible skills development and vocational training opportunities for youth with intellectual disabilities in sports events and organisations in Zimbabwe. 2. To describe the personal factors of youth with intellectual disabilities that enable them to access skills development and vocational training. 3. To identify environmental factors that enable youth with intellectual disabilities to access self-employment, supported employment or formal employment. 4. To determine the role of family, caregivers, and guardians in shaping the livelihood options of youth with intellectual disabilities. 5. To determine the role of skills trainers in developing the pre-vocational skills and vocational training in general for youth with intellectual disabilities. 6. To determine the role of sports coaches and managers in shaping the life skills' development of youth with intellectual disabilities who partake in sports. Methodology The research was a qualitative study in the form of critical ethnography. Critical ethnography speaks on behalf of minority groups such as the point of view of youth with intellectual disabilities' by stating what is and how it can be changed (Duff, Rogers, and Ross, 2016). The design was a collective study as more than one study site was used. The research took place at two adult vocational training centres for youth with intellectual disabilities and at three sports events. Participants were recruited by purposive sampling. Six youths with intellectual disabilities, five parents, caregivers, or guardians of youth with intellectual disabilities, two sports managers or organisers, two sports coaches and two skills trainers of youths with intellectual disabilities participated in the study to make a total sample size of seventeen. Participation observations, semi-structured interviewing and reflective journaling were used as data collection methods. Findings Untapped work opportunities were identified for youth with intellectual disabilities who participated in sports; however, they remained as lost opportunities as they were not being fully utilized. The youths had potential enablers for employability, but they were not being given access to work opportunities. The youths were invisible to potential employers owing to the remote location of their vocational training centres. Female youths were being prejudiced regarding livelihoods' development owing to the remote nature of the training centres, which made it unsafe for them to travel there. There were limited resources for the livelihoods' development of the youth due to economic hardships the country was facing. The government's support for livelihoods' development of the youth was inadequate. Families, peers, and the community were segregating youth with intellectual disabilities, which had the effect of disempowering them and their parents regarding the youths' livelihoods' development. The parents had shared feelings of fear and anxiety over what would become of their youth once they finished school or if their parents died. There was a lack a collective action amongst the parents regarding the youths' livelihoods' development. The parents' support regarding their children's livelihoods' development was inadequate and their knowledge on how to enhance their youths' livelihoods development was insufficient. The parents were also not getting sufficient support from society to empower their youth. The youths with intellectual disabilities were often left out of economic activities at sports events and in the greater community. The sports coaches and skills trainers were not actively planning or advocating for the youths to participate in economic activities at sports events. Conclusion This study explored the livelihoods' developments that were possible for youths with intellectual disabilities through their participation in sports. It was necessary to find effective ways to develop youths with intellectual disabilities' opportunities to become economically active as engagement in work activities is a basic human right. This study established that the parents of the youths needed to take the initiative regarding the livelihoods' development of their children. The youths and their parents needed to take collective action and find their political voice to advocate for skills training and work opportunities to the training centres, the community, and potential employers as well as the government. The parents needed to take their negative perceptions, which were acting as indirect blocks and which were disempowering them, as motivators to enact positive change for their children's livelihoods' development. It was necessary for parents, skills trainers, and sports coaches to market the youths to potential employers. At the training centres, the administration, skills trainers, and sports coaches need to consider a curriculum change to include a work attachment for the youth in inclusive employment. Sports coaches and skills trainers need to teach life skills intentionally that are transferrable in work situations and provide the youth with opportunities to practice the skills learnt in work settings. The sports coaches and skills trainers needed further training on how to use sports participation as a medium to enhance the youths' livelihoods' development. Sports managers needed to incorporate youth with intellectual disabilities and their training schools in economic activities in sports organisations and at sports events. Female youths with intellectual disabilities needed to be encouraged to attend the vocational training centres by providing for their interests and providing them with safe transportation to attend the vocational training centres.
  • Thumbnail Image
    Item
    Open Access
    Exploring the tensions of sustaining economic empowerment of persons with disabilities through open labour market employment in the Cape Metropole.
    (2010) Engelbrecht, Madri Hendrina; Lorenzo, Theresa
    This paper examines the experiences of persons with disabilities (PWDs) who enter and exit employment at a company in the Cape Metropole of the Western Cape Province in South Africa. The aim of the study was to explore the factors which cause PWDs to remain in or leave employment in the open labour market. The literature review will consider the concepts of disability, poverty and economic empowerment. A collective case study was used and in-depth interviews with five disabled employees were analysed to generate categories and sub-categories from the data. Two themes are discussed, namely “I can say I got a home, it’s a home to me” and “Disability in the workplace: a double-edged sword”. The themes represent findings that revealed that money earned through employment motivated the participants and improved their independence, self-sufficiency and their contribution to society. Simultaneously though, it was found that earning an income caused increased stress for the participants, due to the effects that it had on their eligibility for a disability grant. The paper concludes by giving recommendations concerning economic empowerment of PWDs in the context of the social security grant
  • No Thumbnail Available
    Item
    Open Access
    Factors that influence the inclusion and participation of disabled students in higher education
    (2024) Abrahams, Dureyah; Lorenzo, Theresa; Grabriels, Sumaya
    This document summaries and synthesises the results of an investigation aimed to explore factors that influence disabled students' inclusion and participation in higher education in the Western Cape. Disabled students face many challenges in education in South Africa due to inadequate accessibility and inclusion. There is minimal research of disabled students' experiences in South Africa who succeed in entering a university, and the voices of disabled South African students are underrepresented. The aim of this study is to explore the factors that influence disabled students' inclusion and participation in higher education. The objectives of this study are to: ● Explore how products and technology influence participation and inclusion ● Explore how the natural environment influences inclusion and participation ● Understand how the nature of support and relationships and attitudes of different role players influence inclusion and participation ● Determine how services, systems and policies influence inclusion and participation ● Suggest what changes need to be implemented to improve inclusion and participation This study used a qualitative single-case study research design, with an emancipatory disability research lens. Data was gathered through four focus groups with a total of ten disabled students at the University of Cape Town (UCT), in the Western Cape of South Africa. The participants identified with varying disabilities, genders, age, course enrolment and races. The findings that emerged relate to two themes. Theme 1, “Accessibility equals success”, uncovers three sub-themes “availability of resources”, “make it feel as inclusive as possible”, and “dualities of remote learning”, which highlight disabled students' needs for assistive technology and financial support, the inaccessible physical spaces and facilities, and the experiences of remote learning in the COVID-19 pandemic. Theme 2, “fostering inclusion”, focussed on four sub-themes, “supporting well-being”, “Disability Services played a vital role”, “I am asking for accommodation”, and “being there emotionally”. These sub-themes highlight the support systems that disabled students valued, such as the Disability Services of the Office of Inclusivity and Change (OIC), the Student Wellness services, peer and family support. There remains to be a general experience of exclusion in spaces and systems at UCT, as disabled students detail experiences of isolation, stigma, stress and othering. Similarly, social exclusion to the spaces, xii resources and culture of university life is a common experience. This social exclusion is noted as contributing to disabled students' declining mental health, quality of life and low feelings of belonging. This study argues that disabled students require a holistic approach to inclusion, where academic, physical and social inclusive practices and services are improved. Further to this, there is a need for anchoring disability transformation in the UCT Vision 2030, with the inclusion of the voices and experiences of disabled students.
  • Thumbnail Image
    Item
    Open Access
    Fostering evidence-based practice in community-based rehabilitation: strategies for implementation
    (2015-08) Buchanan, Helen; Lorenzo, Theresa; Law, Mary
    Occupational therapists around the world are taking up the challenge to implement an evidence-based practice approach to the development of occupational therapy services. The emphasis in applying evidence-based practice within occupational therapy has been strongly biomedical in focus. In South Africa, many occupational therapists work in communities where their work is largely community-based rehabilitation. With no examples of how evidence-based practice can be applied in such settings, therapists have struggled with how it may be used to inform their practice. This paper explores the concepts of evidence-based practice and community-based rehabilitation, and illustrates how evidence-based practice can be applied within community-based rehabilitation. Examples are provided to show how evidence-based practice can realistically be applied in community-based rehabilitation programmes with the intention of empowering therapists to begin using evidence as a basis for their practice. It further explores how evidence-based practice can be used by occupational therapists to inform decision-making related to the development of community-based rehabilitation programmes and services.
  • Thumbnail Image
    Item
    Open Access
    The impact of inadequate provision of mobility devices on the lives of physically disabled children in Tembalethu special school in the township of Gugulethu, Cape Town
    (2001) Gcaza, Siphokazi; Lorenzo, Theresa; Van Niekerk, Lana
    In this qualitative study a case study approach was used out to explore and describe the perceptions of children with mobility impairments in Tembalethu Special School related to the effects of inadequate provision of assistive devices on their lives.
  • Thumbnail Image
    Item
    Open Access
    The level of awareness on the African Decade of Disabled Persons (ADDP) by people with disabilities in Zimbabwe
    (2008) Malinga, Joshua Teke; Lorenzo, Theresa; Madzivire, D M
    The aim of this qualitative, descriptive study was to determine the levels of awareness for communication and flow of information dissemination among the leadership and grassroots members of Disabled People's Organisation (DPOs) in the African Decade of Disabled People (ADDP).
  • Thumbnail Image
    Item
    Open Access
    Livelihood development for women with vision impairments in the informal sector in Ghana
    (2021) Agbettor, Elizabeth Ladjer Bibi; Lorenzo, Theresa; Cockburn, Lynn
    Livelihood development and participation of women in the informal sector have been recognised as a key factor for social and economic liberation. When women, especially women with vision impairments, participate in livelihood, they reap the benefits of a stable income source, a better standard of living, good physical and emotional health, self-identity, self-assertiveness, and positive social status. However, there is a limited body of scientific knowledge on women with vision impairments' livelihood development and participation experience in the informal sector in the Ghanaian context. To address this knowledge gap, a qualitative case study was conducted to explore how livelihood development opportunities offered by the Ghana Blind Union (GBU) and its partners achieve self-employment and economic empowerment of women with VI in Ghana. The broad research question was: 1) How do livelihood development strategies by GBU and partners provide opportunities for self-employment and economic empowerment of women with vision impairments in Ghana? The four sub research questions were: 1) What are the existing livelihood skills development strategies of women with vision impairments in Ghana? 2) How are the livelihood skills provided for women with vision impairments? 3) What opportunities for selfemployment have women with vision impairments accessed (or not) 4) Why are livelihood skills development strategies of women with vision impairments enabling or hindering their selfemployment and economic empowerment? The study was guided by theoretical perspectives from the Social Disability Model, Sen's Capability Approach (CA), and the Community-Based Rehabilitation (CBR) guidelines. The Social Disability Model was used to look at the livelihood development and participation of the women from social and cultural perspectives. The CA was used to examine livelihood development in the context of capabilities and the influence of social, political, and physical environments on the women's livelihood activities. The CBR guidelines were used to explore livelihood service provision and multi-sectoral involvement in the context of the study. The data was collected from fourteen women with vision impairments and six service providers using individual interviews, focus group discussions, document review and field notes. The data was analysed thematically and three themes emerged: Our cloudy path: Engaging in livelihood, We are deprived because we are blind, and Transitioning from zero to hero. It was established that skills that will enable women with vision impairments' livelihood are available but the women gamble with skills acquisition because of the nature of the service design and implementation. It was also evident that non-implementation of policies and social protection programmes deprive women with vision impairments of livelihoods. Further, negative societal attitudes and misconceptions about blindness compound the burdens of women with vision impairments in livelihood. However, when women with vision impairments engage in livelihood activities and earn regular income, their social status is enhanced and they serve as peer educators and mentors to other women with vision impairments. It was concluded that the livelihood path of women with vision impairments is cloudy. The livelihood path of the women presented complicated and unique challenges, but with resilience, the women were able to overcome the challenges and serve as social assets to their families, the GBU, and the entire social collective. This study provides critical new knowledge on the experience of women with vision impairments in terms of livelihood participation in the informal sector within the Ghanaian context. The new knowledge adds to the current limited evidence in the literature on livelihood participation of women with vision impairment in the informal sector. The study also provided an inclusive livelihood development framework to guide livelihood development practice in Ghana.
  • Thumbnail Image
    Item
    Open Access
    Participation in professional cycling : the experiences of young cyclists from disadvantaged communities
    (2009) Stark, Suzanne; Lorenzo, Theresa; Landman, Susan
    As an occupational therapist enjoying recreational cycling, I became aware of the potential positive value of participation in cycling. Cycling, however, is considered an elite sport, with participation reserved for those who can afford it. The Cycling Club is a Subsection 21 company (Not for Profit Organisation) attempting to bridge this problem through the promotion of cycling in South Africa’s poorest communities. They provide opportunities for young people from disadvantaged communities to participate in cycling. Their aim is twofold: to help youth develop their skills as cyclists; and to enable them to develop their potential as human resources through their participation in the programme. Taking an occupational perspective, it has been proposed that occupational engagement in meaningful occupations can contribute to the development of people as individuals and members of society. Yet, one should be cautious not to assume that participation in cycling will necessarily result in change for cyclists and that all contributions are necessarily experienced as positive. Every cyclist is a unique individual coming from a particular context which, through participation in cycling, results in certain experiences. Consequently, this study intended to uncover the experiences of young cyclists from disadvantaged communities participating in professional cycling.