Browsing by Author "Mckenzie, Judith"

Now showing 1 - 10 of 10
  • Thumbnail Image
    Item
    Open Access
    A participatory action research project on family needs: experiences of formal and informal support services available among Zambian families of children with autism spectrum disorders
    (2022) Nyoni, Joachim; Mckenzie, Judith; Harty Michal
    Globally, there has been an escalation in the number of children diagnosed with Autism Spectrum Disorders (ASD). Despite the high prevalence rates, formal and informal support services for children with ASD in Lower and Middle-Income Countries are inadequate due to several challenges. The aim of the study was to understand the experiences of parents with formal and informal support services for families of children with ASD in Zambia and explores ways to address support needs by empowering parents using a PAR approach. The study employed a qualitative Participatory Action Research (PAR) design. A total of 76 participants were purposively sampled from both rural and urban districts of the Lusaka province of Zambia. The study was divided into two phases with phase one focusing on an inquiry into the nature of the problem while phase two was planned for action. In Phase one, a total of 73 participants were recruited— 50 community members and 23 professionals. Parents participated in nine focus group discussions (FGD) while 23 professionals were involved insemistructured interviews. Phase two activities included the five-action cycles in which 17 parents participated and formed a parent-led supported group. These parents worked together for six months to address the identified barriers to ASD. The five-action cycles generated were as follows; action cycle one—forming a parent-led support group; action cycle two—being involved in ASD awareness campaigns to higher institutions of learning; action cycle three— capacity building on how to educate a child with ASD; action cycle four—, being involved in ASD awareness in rural areas; action cycle five—publishing their stories in print media. Verbatim transcription was used and data was analysed thematically. Themes were distilled through interpretive description. The key findings in the study reveal that parents face many barriers to access formal and informal services. These barriers were compounded by scarcity of knowledge about ASD at parent, professional, and community levels. ASD diagnosis and treatment included exploring religious, traditional and western medical treatments. The study found that the ASD diagnostic tools used to confirm ASD diagnosis were not uniform, and often used by poorly trained professionals. Parent-initiated support groups appear to be a positive mechanism to promote ASD awareness in both rural and urban settings. Through a parent-led support group, participants gained empowerment skills as well as a better understanding of barriers to their children unmet needs. Further studies need to extend our understanding of how parents' involvement in PAR methodologies can be used to empower and shape the nature of services that they require in Low- and Middle-income Countries.
  • Thumbnail Image
    Item
    Open Access
    A qualitative study into the advocacy and activism of carers of adolescents with Down Syndrome in Oshana, Namibia
    (2019) Kambowe, Hannah; Duncan, Madeleine; Mckenzie, Judith
    Background: Down Syndrome (DS) is a chromosomal defect known to cause intellectual disability. Adolescents with DS may need to live with their families beyond the transition period into adulthood because they require lifelong care due to the disabling consequences of the genetic condition. Evidence is lacking about the actions that carers in remote rural communities are taking to enhance the rights of their adolescents with DS as enshrined in the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Aim: To describe the advocacy and activism actions of carers that promote the disability rights of adolescents with DS. Objectives: To describe carers’ understanding of 'activism’ in relation to the needs of adolescents with DS; to explore what actions carers are engaging with in order to promote participation and equal opportunities for social inclusion of adolescents with DS; to describe barriers encountered and strategies used and to describe carers’ advocacy priority list for social inclusion of adolescents with DS. Methodology: A descriptive qualitative approach was used where three carers told their stories of activism and advocacy actions through a semi-structured in-depth interview method. Their stories were audio-recorded, transcribed into textual form and an inductive data analysis followed a framework approach guided by the research aims. Findings: One overriding theme Puuyelele (bringing adolescents with DS into the open) emerged with four categories: namely, “Speaking for and acting on behalf of adolescents with DS”, “Enabling a continuous enlightening process”, “Ensuring ongoing care and services” and “Raising public awareness on human rights of adolescents with DS”. Discussion: Three concepts about DS advocacy and activism for adolescents with DS formed the discussion; first, it is a strategic process requiring togetherness, courage and perseverance; second, it proceeds from vigilant care-giving and service provision and, lastly, it requires rising of human rights awareness. Conclusion: A strategic and contextualised DS advocacy and activism process such as Puuyelele requires human rights awareness and emerges from vigilant care that enhances community participation and social inclusion of adolescents with DS. The process creates a possible and realistic conceptual framework for further strengthening of disability-inclusive development initiatives in Namibia.
  • Thumbnail Image
    Item
    Open Access
    Exploring the experiences of children and youth with mobility impairments in four basic educational settings in Ghana
    (2021) Nseibo, Job Kofi; Mckenzie, Judith; Kelly, Jane
    Education is a fundamental right for children all over the world. In Ghana, education for children with mobility impairments (MI) is one area that needs attention because little research has explored the experiences of these children and youth in basic educational settings. The research question that guided this research was: What are the educational experiences of children and youth with MI in education in Ghana? Understanding educational experiences of children and youth with MI will allow policymakers, the Ministry of Education, and educational researchers to develop educational support systems for children with MI. This is very important especially in the low-and-middle-income countries like Ghana where resources are limited. This study drew on three theoretical frameworks: Disability studies in education; Bronfenbrenner's ecological system theory and post-colonial theory. These theoretical frameworks guided the exploration of the educational experiences of children and youth with MI in four basic school settings (mainstream, inclusive, rehabilitation and special schools) with consideration to the implementation of inclusive education in Ghana. The child development and learning processes were researched in terms of complex systemic interactions between children with MI and their environment, and the advancement of liberation and the colonial legacy of the study in context. Data were drawn from 20 children with MI, from four head teachers and from 20 parents of children with MI through in-depth semi-structured interviews and focus group interviews. Thematic analysis was used to analyse the data. This study revealed inequities in the basic school curriculum within the four school settings. These inequities that existed in the school curriculum contributed to parents not achieving the expected results they had hoped for by sending their children to the rehabilitation centre and the special schools. This study also showed the inadequacy of the educational support systems (for example, student support teams, parents support teams, teacher support teams and education support teams) in the four educational settings. The study concludes that the absence of educational support systems contributed to the struggle that children with MI and their parents experienced during their children's educational trajectories. From the findings of this study, it is imperative to have further research to consider a general basic school curriculum to promote inclusivity in all four school settings. The study critically showed how the experiences of children and youth with MI were characterised by the inequity of basic school curriculum, negative attitude towards disability and the unavailability of an educational support system. This study also contributes towards the development of inclusive schooling practices in Ghana by providing a framework which promotes inclusion of children and youth with MI. The new knowledge not only adds to the limited literature on the educational experiences of children with MI, but also assists policymakers, stakeholders of education and researchers to promote practices that encourage inclusive education.
  • No Thumbnail Available
    Item
    Open Access
    Exploring the knowledge and attitudes of educational stakeholders and how this influences inclusive education practices in elementary schools: a case study of a rural community in Kasungu, Malawi
    (2024) Banda, Priscilla; Mckenzie, Judith; Vergunst, Richard; Weber, Joerg
    This research study explored knowledge, attitudes, and practices among educational stakeholders in a rural community within Kasungu, Malawi, focusing on inclusive education in elementary schools. A key underlying concern is the pervasive exclusion of children with disabilities from educational opportunities. One of the proposed responses to address this concern is the implementation of inclusive education (IE), which advocates for the full participation and meaningful engagement of all students, regardless of their abilities or differences. However, the successful implementation of IE hinges upon the collaborative efforts and active involvement of various stakeholders, including educators, parents, policymakers, community leaders, and support personnel. Without the collective commitment and engagement of these stakeholders, the effective realization of inclusive education goals remains elusive. Recognizing the imperative to address these challenges, this study sought to investigate the knowledge, and attitudes of education stakeholders in-order to understand how these factors impact the practical implementation of inclusive education in elementary school community in Kasungu Malawi. Following the Knowledge, Attitudes, and Practices (KAP) model, this study employed a qualitative research approach and a descriptive case study design. Data were collected through in-depth interviews and focus group discussions with ten education stakeholders from this community. Participant selection criteria were based on inclusion and exclusion criteria. The data was analyzed thematically and the study revealed diverse perspectives and challenges. Knowledge disparities emerged, as stakeholders understood inclusive education differently, ranging from broader societal transformation to a narrower focus on integrating children with disabilities into mainstream classrooms. Many stakeholders lacked awareness of the National Strategy for Inclusive Education (NSIE), which hindered policy implementation. Attitudes varied among stakeholders, with caregivers and parents supporting the transformative potential of Inclusive Education, while educators and school principals expressed reservations due to readiness and practical constraints, often influenced by the severity of disabilities. Highlighting the critical need for improved collaboration, communication, and community involvement, the study revealed limited collaboration between teachers, parents, and specialists. Low levels of parental and community engagement were linked to factors such as education levels, poverty, and negative attitudes. Knowledge gaps in early identification and support of learners with special needs underscored the need for comprehensive training programs and community engagement initiatives. These findings have significant implications for advancing inclusive education in this study area and similar context. Addressing knowledge disparities and fostering a deeper understanding of inclusive education principles are crucial. This requires comprehensive awareness campaigns and community engagement initiatives to reshape societal attitudes and promote inclusive values. Enhancing professional development for educators through continuous in-service training is essential to bridge the knowledge-attitude-practice gap. Improving collaboration and communication among stakeholders, especially between teachers, parents, and specialists, is key. Encouraging parent-teacher associations and organizing regular meetings to discuss students' progress and challenges can strengthen parental involvement. Adopting a community-based approach, including outreach programs and initiatives, can overcome barriers to parental participation and enhance community engagement. These recommendations provide a valuable guide for advancing inclusive education not only in this Elementary school community in Malawi but also in similar communities worldwide.
  • No Thumbnail Available
    Item
    Open Access
    Exploring the lived experiences of primary caregivers of children with visual impairment from a low- and middle-income context in the Western Cape Province
    (2024) Abrahams, Zuleikha; Mckenzie, Judith; Freeman, Nicola
    Few studies explore the experiences of Primary Care Givers and families with a child with visual impairment from low-and-middle-income, and least so, from South Africa (SA). It is important to understand this phenomenon so that interventions can be tailored to suit their needs and shortcomings. Services and support for such families are difficult to access or in some cases non-existent. The main responsibility often rests on these families, and the effect of this in low and middle income contexts is complex and poorly understood. In South Africa, and more specific in the Western Cape Province, support for parents and services for children with visual impairment are limited. The aim of the study was to explore the lived experiences of primary caregivers, from Western Cape Province, after their child was diagnosed with visual impairment at a paediatric tertiary hospital. The purpose of this study was to find out the responses of the family in respect of psychosocial challenges, their needs, what support they received and accessed, as well as the efficiency and effective availability of these services. The phenomenon that involves features of the person as a psychosocial being, requires an understanding and exploration of lived experiences to facilitate the complexity of the disability conundrum. Hence, a qualitative research approach using an interpretive phenomenological design was adopted. Purposive sampling was used to select six participants from the WCP whose child was diagnosed at a paediatric tertiary hospital. Data was collected through semi-structured interviews. Interviews were digitally recorded and later transcribed verbatim. Interpretive phenomenological analysis of data involved an inductive and deductive approach, coding for themes and categories emerging from the data. The literature review explored what was found about primary caregivers, parents and families and their experiences at the diagnosis of their child with visual impairment. It showed what needs, services and supports other studies identified on parents with a child with visual impairment or disability in various income contexts globally. Information about services and support in the health and educational sectors, and at the local and national governmental institutions in South Africa was provided. The findings of the study illustrated four themes. Firstly, the experiences of primary caregivers of a child with visual impairment after diagnosis. Secondly, Expressed concerns and needs. Thirdly, Services and support accessed. Fourth, Changes and concerns for the future. The ecological framework illustrated the microsystem, mesosystem, exosystem and macrosystem where services and support were needed. These various social environments also illustrated formal and informal social services and support that eased caregiving, participation and inclusion for PCGs of children with visual impairment. The Discussion chapter interpreted the findings in terms of current literature and developed a composite of the findings to further suggestions from primary caregivers that led to the recommendations of this study. The study concluded with recommendations that Strong psychosocial support services for a primary caregiver and family whose child is diagnosed with visual impairment are needed. Referrals for ample formal and informal support services from these systems and sectors in social, economic and political environment must be an immediate response when health professionals relate the news of the visual impairment so that information, counselling and emotional support assist the primary caregiver and family through the initial trauma. Furthermore, there should be measures to monitor the well-being of these primary caregivers and their families to ensure that healthy family systems are maintained.
  • Thumbnail Image
    Item
    Open Access
    How do South African Educator's experiences of an online learning course prepare them to adopt inclusive education practices?
    (2021) Mdlulwa, Ncediwe; Mckenzie, Judith; Deacon, Andrew
    This research study explored how teachers perceive the potential for online learning opportunities by investigating their experiences of an online course, Education for All: Disability, Diversity, and Inclusion Massive Open Online Course (EFA: DDI MOOC) on teaching children with disabilities. A key underlying concern is that teachers are not sufficiently trained to teach inclusively within their classroom-based environments. The literature reflects that teachers feel that they have not been provided with adequate skills and knowledge to teach students with disabilities and that a massive gap exists in teacher education, which hinders teachers from providing quality education in South Africa. These assessments of the current state of teacher education regarding children with disabilities in this country highlight a considerable need to upskill teachers, particularly those of children with disabilities. One of the proposed responses is to offer flexible online courses such as MOOCs that are open to anyone to enrol. MOOCs are a form of online courses with open enrolment delivered on web-based platforms that can support larger numbers of people. They are free courses that offer unlimited online participation, including technological advancement, peer support as well as collaborative practices. In this study, the EFA: DDI MOOC informs our understanding of how teachers might respond to and value this opportunity. This study thus sought to investigate “How do South African educators' experiences of an online learning course prepare them to adopt inclusive education practices?” Semi-structured interviews were employed as a means of collecting data. A qualitative content analysis was used to analyse and interpret the data set. The researcher was able to ascertain how the MOOC was valued by these participants including acquiring information regarding their level of engagement on the MOOC. The collected data was based on South African educators' experiences of doing the MOOC course and their readiness to implement inclusive education practices for all children with disabilities. The researcher was also interested to ascertain how the online course prepared them to adopt inclusive education practices after completion. This further included establishing how educators perceive MOOCs as being accessible, feasible, and acceptable to their context to develop increased engagement in inclusive teaching practices. The thematic analysis was used to analyse the data from the in-depth interviews. Finally, participants were selected based on the inclusion and exclusion criteria. The interviewees spoke of fundamental changes having occurred after participating in the EFA: DDI MOOC which led to newer understandings of their conceptualisation of inclusion. The benefits to these individual teachers were diverse, with important aspects including their intrinsic motivation, skills development, as well as the desire for continuous professional development. For some there was also an increased willingness to take up the challenge of adopting inclusive education practices as well as becoming agents of change in their communities. The flexible and low-cost MOOC mode was valued as supporting and complementing inclusive teacher education where few other opportunities existed. The overall outcome of the study was that online education (MOOCs) appeared as another important option to consider for the successful implementation of inclusive education practices. Teachers were willing to take up the challenge of adopting inclusive education practices as well as becoming agents of change in their communities. Therefore, the findings signified that MOOCs could aid tremendously towards the goal of achieving inclusive teacher education in South Africa.
  • Thumbnail Image
    Item
    Open Access
    How do students and staff at the University of Cape Town understand equitable access to the curriculum for students with VIs?
    (2023) Nwanze, Ikechukwu; Mckenzie, Judith; Murfitt, Kevin
    Students with Visual Impairment (VI) s5ll experience barriers to educa5on despite the right to educa5on s5pulated in the United Na5ons Conven5on on the Rights of Persons with Disabili5es (UNCRPD). Challenges such as delays in the conversion of curriculum content to accessible formats, inaccessible online course sites and teaching and learning that is mostly visual. With the University of Cape Town (UCT) going fully online due to COVID-19 pandemic, it became necessary to explore how equitable access to the curriculum is understood. The research topic is: How do staff and students at UCT understand equitable access to the curriculum for students with VIs? Four conceptual framework components were used. The hidden and enacted curriculum was used to explore hidden curriculum aspects and their effect on the enacted curriculum. Universal Design for Learning (UDL) framework was used to explore enablers such as assis5ve technology (AT) and challenges such as inaccessible content. Eight elements of digital literacies were used to explore access to opportuni5es to acquire digital literacies and the UNCRPD to ensure alignment with the right to educa5on. A Q methodology study was conducted which is a hybrid of both quan5ta5ve and qualita5ve methods. It sta5s5cally groups viewpoints that are significantly similar to or dis5nct from each other, quan5ta5vely into factors, then qualita5vely interprets these factors thema5cally to reveal par5cipant views about the research topic. Data was collected from students with VI, lecturers, staff from Disability Services, ICT Services, Library Services, and the Centre for Higher Educa5on Development using Q sor5ng where par5cipants ranked sixty statements into disagree, neutral and agree. Focus group discussions were used to support the interpreta5on of the factors. Findings revealed that: accessible curriculum is also a technical issue which is not priori5sed at UCT, and lecturers struggle with compe5ng demands such lack of 5me, need for promo5on and research. Accessibility design from the start both for curriculum development and support services is not valued. The right to educa5on for students with VI is par5al, varying their experience of the curriculum. Tes5ng of a course site for accessibility and lack of AT nega5vely affects right to educa5on. This study argues that students with VI do not yet enjoy full par5cipa5on in the curriculum due to lack of understanding of the complexity involved. UDL can help academics move from a deficit view to an asset view of students with VI. UCT should change its opera5onal model to accessibility from the start. Then UCT will move closer to equitable access to the curriculum for students with VI.
  • Thumbnail Image
    Item
    Open Access
    Inclusion in extracurricular activities within primary schools in Botswana: Experiences of children with intellectual disabilities
    (2022) Tshegetsang, Bokamoso Isago B; Mckenzie, Judith
    Introduction: The purpose of this study was to understand children with intellectual disabilities' (ID) experiences of inclusion in extracurricular activities (ECAs) within inclusive primary schools. Problem: Internationally, researchers have noticed that, even within supposedly inclusive spaces like inclusive schools, children with disabilities are still lagging behind in participating and benefitting from extracurricular activities (ECAs) at a comparative rate as their non-disabled peers. Rationale: Children with ID were purposively targeted because literature indicates that they are more likely to be excluded from participating in ECAs or leisure activities with peers than any other group of disabled children. The study will help in the development of inclusive ECAs to better meet the needs of students with intellectual disabilities - particularly in African settings like Botswana where the adoption of inclusive education is still in its infancy. Aim: To describe how children with intellectual disabilities experience inclusion in extracurricular activities within their school as well as to determine the facilitators and barriers to children with intellectual disabilities' inclusion in ECAs within their school. Method: Three data collection methods were used to collect data. Draw and tell interviews and focus group discussions with video vignettes as conversation prompters were used to solicit information from children with ID whilst semi-structured interviews based on the information solicited from conversations with children with ID were used to interview teachers at the school. Findings: The main themes were “access”, “participation”, “effects of ECAs” and “belonging”. Discussion: Factors such as knowing other participants in the ECA, enjoyment of the actual ECA by children with ID, information about the available ECAs offered in the school as well as familial support in the form of valuing and encouraging participation in ECAs were some of the factors and processes that influenced whether and how children with ID engage in extracurricular activities in the school. Conclusion: Although children with ID participate in ECAs differently compared to peers without disabilities, this participation is no less valued by these children and it is important that we continue asking them what we can do or keep on doing to improve ECA service delivery.
  • Thumbnail Image
    Item
    Open Access
    A study to determine the extent and nature of disability inclusion within the curriculum of the Faculty of Humanities, University of Cape Town
    (2012) Ohanunwa, Chioma; Mckenzie, Judith; Lorenza, Theresa
    This study explored disability inclusion in the curriculum of the Faculty of Humanities, in the University of Cape Town. There is a need for Universities to actively engage in issues of diversity like disability, as reflected in the University of Cape Town Vice Chancellor Strategic Goals. This engagement should not only encourage participation of disabled students, but it should also promote the integration of disability issues into the curriculum to help alleviate barriers to participation, attitudinal barriers especially. While many studies speak to the accommodation of disabled students in higher institutions, this study rather speaks to disability inclusion within the curriculum. This study looked at the extent and nature of the integration of disability in the curriculum of the Faculty of Humanities, University of Cape Town. It is relevant because there are very few studies done on disability inclusion within the curriculum. The study will assist in creating awareness to mainstream disability issues across disciplines. Disability inclusion across disciplines will aid in reduction of stigmatization of disabled people as the barriers to participation experienced by disabled people are erected by a non-disabled majority .This can further inform policy making. The Faculty of Humanities in UCT was of particular interest to me because it is the largest Faculty at UCT with extensive student turnover, houses the School of Education which I believe is key to disability inclusion. This case for me, relates disability marginalization in the curriculum to how disability is also marginalized in the wider society and how disability can be easily perceived to be a medical issue rather than a socio-political issue.
  • Thumbnail Image
    Item
    Open Access
    Understanding father involvement in the education of learners with intellectual disabilities in a special school in Kenya: a case study
    (2020) Karisa, Amani; Mckenzie, Judith; de Villiers, Tania
    There are known benefits of father involvement in a child's life, such as positively affecting the child's life prospects, academic achievement, physical and emotional health as well as linguistic, literary and cognitive development. In African settings, fathers are traditionally the heads of families and the main decision makers in matters like the education of their children. However, a limited body of scientific knowledge exists on fathers' roles and involvement in the education of their disabled children in the African context. To address this knowledge gap, a qualitative case study to understand the nature of father involvement in the education of learners with intellectual disabilities in a special school in Kenya was conducted. The research question was: what is the nature of father involvement in the education of disabled learners at Sir Ali Special School, Kenya? The study was guided by theoretical perspectives from disability studies in education, masculinity and postcolonial theory. The field of disability studies in education focuses on the application of the social model of disability in an education context. The theories of masculinity look at the social construction of the male identity, and the postcolonial theory explores the colonial legacy of the study context. The data were collected from eight fathers, six mothers, nine teachers and six disabled learners using individual interviews, key informant interviews, draw-and-tell interviews, focus group discussions, document review and field notes. The data were analysed thematically. Three themes emerged from the data analysis: influence of cultural norms and values on father involvement, fathers' concerns in educating disabled children, and impact of understanding disability on father involvement. It was established that the intersection between patriarchy and masculinity affects normative gender roles that influence father involvement in the education of disabled children in a dynamic context. It was also evident that the cost of disability is greater than that of nondisability and this influences how fathers are involved in the education of their disabled children. Additionally, fathers wanted the best for their disabled children but different views about the purpose of the special school affected their involvement in the education of their disabled children. Furthermore, the meaning of disability influenced father involvement in the education of disabled children. It was concluded that father involvement in the education of disabled children in this African setting was complex and presented itself in ways that were different from what formal western education expected. This study provides critical new knowledge on how father involvement in the formal education of disabled children is constructed within the context of a specific school in an African setting. The new knowledge not only adds to the current limited evidence in the literature on father involvement, but also might assist education stakeholders like ministries of education and development workers in advancing best practice regarding implementation of family support structures for disabled children's education in Africa.