OpenUCT :: Browsing by Subject "Disability Studies"

Browsing by Subject "Disability Studies"

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Open Access
A case study exploring disability inclusion within the Muslim Ummah in South Africa
(2023) Mayat, Nafisa Essop; Amosun, Seyi Ladele; Galvaan Roshan
Religion and spirituality are central to the way many people, including persons with disabilities, make sense of both the world itself, and their place in that world. However, in most scholarship focusing on disability, religion, as a way of understanding and dealing with disability, is side-lined or absent (Imhoff, 2017). Islam has a long rich history in South Africa and is currently one of the major religions here (Mahida, 2012). Followers of Islam are commonly referred to as members of the Muslim Ummah as a collective, an Ummah that includes persons with disabilities and non-disabled persons. Given the paucity of research focusing on disability in the Muslim Ummah in South Africa, this study sets out to gain insight into the way disability inclusion is enacted within the Muslim Ummah in South Africa. The research question asks: How is disability inclusion interpreted, experienced and enacted by people within the Muslim Ummah in South Africa? Adopting an interpretative qualitative research approach and applying an intrinsic case study method, the research was conducted with members of the Ummah in three major cities in South Africa, viz. Durban, Johannesburg and Cape Town. Data was generated from persons with disabilities, family members of persons with disabilities, the Ulema and a non-disabled person from the Ummah from each city. In-depth face-to-face interviews and a review of three Muslim publications were used as data gathering mechanisms. Interviews were held with seven persons with disabilities, either a physical or sensory disability, five family members of participants with disabilities, six Ulema and three non-disabled persons. All participants were aged 18 and older. Data was analysed by looking for themes that emerged from the data. Three themes, “Seen as Inferior'', “Carrying the Weight for Inclusion” and “We Are Not Doing Enough”, each with two sub-themes, emerged from the analysis. “Seen as Inferior'' and its two sub- themes, ‘' Gaze of Othering and ‘'The Deep Impact of Disability'', highlight the way in which persons with disabilities are viewed as inferior within the Ummah and how this is reflected in the gaze of non-disabled persons on persons with disabilities and their families, and the impact of this gaze. ‘'Carrying the Weight For Inclusion” emphasises the responsibility that persons with disabilities have assumed in order to be accepted into and included in the Ummah and this is demonstrated through the two sub-themes, “The Unspoken Responsibility of Negotiating Persons with Disabilities” and ‘'Negotiating the Effort to be at the Masjid”. “We Are Not Doing Enough” explains that although some aspects of inclusion are evident within the Muslim Ummah, the pace of change is very slow and inclusion remains inadequate. Sub-themes ‘'Inclusion could Create Ease and Belonging” and “Still a Journey to Travel to be Included” capture the way disability inclusion is interpreted and experienced by the participants of the study, highlighting that much work is still needed to attain full inclusion and to create ease and belonging for persons with disabilities within the Ummah. The discussion explains how the dominant discourse around disability is one that reflects an ableist, normative, colonial narrative. This narrative influences how disability inclusion is enacted within the Ummah, belabouring a move to full inclusion. The phenomenon of an unconscious exclusion of persons with disabilities within the Ummah is discussed as it emerges from this dominant discourse, together with the silence that sustains the continuation of the exclusion. The ways in which this unconscious exclusion plays out in many spaces and places significant to the lives of persons with disabilities are identified. It is proposed that, in order to achieve full inclusion and belonging for persons with disabilities within the Ummah, there needs to be a re-shaping in the thinking around disability through generating new knowledge and by challenging the dominance of the normative, ableist narrative. Informed by a decolonial turn, pathways towards full inclusion and belonging of persons with disabilities within the Ummah are proposed. It is suggested that collective action by both persons with disabilities and non-disabled persons within the Ummah is needed for full inclusion and belonging to transpire. The pathway to full inclusion and belonging would enable systemic change around disability within the Ummah to ensue and it would help move the de-colonisation project forward.
Open Access
The attitudes of academics to accomodating physically disabled students into the undergraduate civil engineering programme in the Faculty of Engineering and Science, University of KwaZulu-Natal
(2007) Mayat, Nafisa; Amosun, Seyi L
Disabled students face a number of challenges in accessing equitable education within higher education institutions. The University of Kwa-Zulu Natal, as stated in the Policy on Students and Staff with Disabilities, is committed to making tertiary education accessible and inclusive for all students. However, it has been observed that physically disabled students are under-represented in the science and engineering fields, as there is a misconception that disabled students cannot fulfil all the criteria required to complete these programs. Therefore, the aim of this study was to explore the attitudes of academics to the possibility of admitting physically disabled students with the Undergraduate Civil Engineering Programme at the University of Kwa-Zulu Natal. A qualitative approach was adopted where data was collected by carrying out in-depth interviews with five permanent full - time academics within the Civil Engineering Programme. The participants included 2 professors, 2 senior lecturers and one lecturer who have been teaching courses in Civil Engineering at the University of KwaZulu-Natal for periods between 3 and 20 years. The results of the study revealed that the academics interviewed all displayed a positive attitude in accommodating physically disabled students within their program. However, some challenges were identified, which included site / field work in the curriculum. All the participants indicated that these challenges can be met and are willing to provide the support that may be required by physically disabled students. Recommendations were made, that it implemented, will result in changes being made not only to the physical environment, but also as to how curricula can be planned and delivered.
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.
Open Access
The challenges facing parents and teachers of learners with intellectual disabilities in the transition from primary to high school in South Africa
(2008) McKinney, Victor John; Duma, Sinegugu
The purpose of this study was to explore the experiences of teachers and parents of learners with intellectual disabilties as the learners' progress to high school. In so doing, an understanding of how they coped with characteristics unique to inclusive education and adolescence in South Africa was gained.
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.
Open Access
Disability and participation in physical activity and non-elite sport environments: a critical investigation of persons with disabilities experiences
(2022) Brand, Dominique; Watermeyer, Brian; Swartz, Leslie
Sport is often praised for its capacity to alleviate social exclusion. However, for many persons with disabilities and people trapped within the poverty cycle, sport remains elusive in terms of accessible process and practice. To better understand sport's wider inclusionary and exclusionary outcomes this study explored experiences of persons with disabilities and the assumptions, distinctions and ideologies surrounding sport as a means for social inclusion. Saxton (2018) argues that we continue to hold a narrow understanding of the nature of participation for athletes with disabilities, especially non-elite athletes. Such participation often involves barriers and exclusion, denying persons with disabilities access to psychological and physiological benefits of participation. The position that sport has gained, and held, in development reflects an understanding that sport can be a steppingstone to upward social mobility, potentially providing a means for material advancement, increased social status and occupational prestige (Carrington, 1986; Hartmann & Kwauk, 2011; Spaaij, Magee, & Jeanes, 2014). My research acknowledges the influential role sport has gained in society, whether it be for the purposes of competition, enjoyment, or development (Eitzen, 2005). The significance of this exploratory study is to contribute to the gap in knowledge surrounding persons with disabilities' perspectives and experiences of sport and physical activity participation; this will add to the sports research knowledge base from a Global South perspective, nuanced with the diversity these environments provide. The study utilised a biographical narrative approach to investigate the diverse nature of non-elite sport participation by persons with disabilities. Emphasis was placed on understanding the variety of experiences of participants from diverse socio-economic and cultural backgrounds. The research has generated ten narratives of participants from Cape Town, South Africa, all of whom indicated that sport participation was fundamentally important in their lives. Although the interviewees identified with sport participation as a core value, they also showed how opportunities to play sport are not readily available to them. In sharing their lived experiences, their unique narratives contributed to the identification of a participation framework, which is part of the main findings of the study. Key findings of the study: The participation framework acknowledges how different societal responses to disability influence a person's experiences of participation, while providing a new language to facilitate an expanded understanding of how role-players within sport environments perpetuate exclusionary practices. Within non-elite sport environments there currently remain very limited options and opportunities for persons with disabilities. In the process of gaining access to participate, the distress of navigating material/non-material barriers means that persons with disabilities often pay a premium (psychoemotional cost) for the privilege of access, with its associated positive outcomes (achieving a sense of self or being able to recast one's identity). Passive inclusion occurs in organisations that assume they practice authentic inclusivity simply by virtue of having persons with disabilities present in their structures. This approach side-steps the more complex task of unpacking exclusionary practices; it pushes the responsibility back to persons with disabilities when all they want to do is participate in sport. When saddled with the task of understanding and addressing their own exclusion it is easy to see why some persons with disabilities may withdraw and demonstrate an instinctual need to self-protect against further oppressive treatment. As reflected in current critiques of the global sport for development agenda, persons with disabilities are still only represented on the periphery of programmes and research. The framework and language produced in this study can be the starting point to support future sport for development programmes by engaging with inclusivity through understanding exclusionary practices. The theoretical and methodological implications of the study urgently call on global role-players within sport and development to take responsibility for the role they have in perpetuating such practices. A drive towards quick results and efficiency rather than a focus on changing people's lives predominates in the development world. This approach is inflicted on the Global South by virtue of vulnerability created by our need for resources from the Global North. This study offers steps towards facilitating a conversation surrounding the experiences of persons with disabilities within sport environments and the implications of these for a collective agenda to create a more inclusive, transformed society.
Open Access
Disability and service delivery perspectives of service users in a rural community in the Eastern Cape
(2012) Booi, Mpilo Henry; Ramma, Lebogang; Duncan, Madeleine
Since the advent of democracy in South Africa rural and disabled people have lagged behind in terms of access to services, and that has implications on their enjoyment of socio-economic rights. Although exclusion from access to services is documented in literature, little research has been done to explore rural and disabled people's perspectives on inclusive service delivery. The purpose of this study was to contribute to the literature regarding inclusive service delivery in health, education and social development and citizen participation in rural areas. Insights into perspectives of rural citizens are pertinent for improved and inclusive service delivery. The aim of this study was to describe the perspectives of rural people regarding disability inclusive public sector service delivery in social development, health and education in a remote village in the Eastern Cape, South Africa.
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.
Open Access
The experiences of parenting a physically disabled child in the Thohoyandou Vhembe district of the Limpopo Province
(2007) Sadiki, Christina; Ramugondo, Elelwani
This study explored the experience of parenting a physically disabled child in the Thohoyandou Vhembe District of Limpopo Province, from the perspective of mothers. The objectives of the study were to investigate feelings linked to parenting a physically disabled child in the community within which the parents find themselves, to explore the impact of raising a physically disabled child, as well as strategies that parents employ in coping with raising a physically disabled child.
Open Access
Experiences of the disabled women attending the state-provided reproductive health care services regarding the quality of care rendered by health care professionals in the Eastern Cape
(2005) Mgwili, Victoria Nokwanele; Mekwa, Julia
The purpose of this study was to explore and describe the experiences of disabled women, attending the state-provided reproduction health services, regarding the quality of care rendered by health professionals in the Eastern Cape. The study was conducted on disabled women at Flagstaff and Lusikisiki self-help group project sites.
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
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.
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.
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.
Open Access
The family-support needs of Zimbabwean asylum-seeking families living with their disabled children in the Western Cape Province of South Africa
(2016) Tarusarira, Willson; McKenzie, Judith
There is much evidence indicating that asylum - seeking families living with a child with disability experience poverty to a greater degree than those living without one. In the South African context, Zimbabwean asylum - seeking families that are driven into the country by poverty, lack of health facilities for their disabled children and discrimination are seriously disadvantaged by their lack of citizenship. This study on the family - support needs, perspectives and experiences of Zimbabwean asylum - seeking families living with children with disabilities explores the accumulation of impacts when these families attempt to access assistance, education and health care in South Africa. I begin with these families' background in Zimbabwe, a background on immigration into South Africa and a discussion of the effects of the country's immigration policy on immigrant families with disabled children. I then present a study carried out in Cape Town, South Africa, where 10 interviews were conducted with families of disabled children and 2 interviews with key informants from People Against Suffering, Oppression and Poverty (PASSOP), a local non - governmental organisation that deals with Cape Town - based refugees and asylum seekers from all over the world. The respondents were all Zimbabweans with children with disabilities. The findings indicate that Zimbabwean asylum families living with disabled children like any other asylum seeking families gain access to health care and education in Cape Town - South Africa. Though they are able to access health and education, the findings suggest that they face serious challenges, such as discrimination and stigmatisation. Zimbabwean asylum seeking families living with their disabled children are discriminated on the basis of their nationality, and they are more seriously disadvantaged by their lack of access to financial support, in the form of care - dependency grants, and by their limited access to disability support networks. The study concludes by recommending that the status of disabled immigrants and their families be revised with regard to the support that these families require and are able to access.
Open Access
A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities
(2016) Kahonde, Callista Kanganwiro; McKenzie, Judith; Wilson, Nathan
Globally, people with intellectual disabilities are not afforded equal opportunities to express and enjoy their sexuality on par with their peers. Although most of them remain under the lifetime custody of family caregivers for care and support, a knowledge gap exists in understanding the role of the family caregivers in the sexuality issues of people with intellectual disabilities, especially in developing countries like South Africa. The present study is the first of its kind that employed an exploratory, theory generating methodology, the constructivist grounded theory methodology, to seek understanding of how family caregivers in the Western Cape Province of South Africa respond to sexuality of young adults with intellectual disabilities. Data were gathered through in-depth and focus group interviews with 25 family caregivers and further confirmatory interviews with nine service providers of young adults with intellectual disabilities. The study generated a substantive grounded theory, the Theory of Contained Sexuality, to explain the responses of family caregivers to the sexuality of young adults with intellectual disabilities. The study found that the family caregivers' thoughts, emotions, actions and behaviour towards the sexuality of the young adults with intellectual disabilities are influenced by what the family caregivers see as implications of the young adults' sexual expression and behaviour on both of them. The family caregivers do not completely suppress or restrain the sexuality of the young adults with intellectual disabilities but they support with 'containment', that is they try to confine the sexuality within boundaries that they can control and manage within their lifelong caring role. Ultimately, what the findings of this study point towards is the impact of lifelong family care on realisation of sexual rights by people with intellectual disabilities. Hence, the study concluded that, without the appropriate forms of support and probably alternative forms of care, the human rights framework as embodied within the United Nations Convention on the Rights of Persons with Disabilities and local policies informed by it is insufficient as a tool for sexual emancipation of people with intellectual disabilities. Therefore, a relational moral theory - the ethics of care - is proposed as appropriate to complement the human rights framework in both research and practice around sexuality of people with intellectual disabilities living under family care. The study also highlights the imperative for further studies that investigate the impact of lifelong family care on other aspects of the lives of people with intellectual disabilities and promote theorisation of lifelong care within such studies.
Open Access
How can we include disability issues in undergraduate curricula at the University of Cape Town?
(2016) Nwanze, Ikechukwu; Kathard, Harsha; Ohajunwa, Chioma
This study examined how disability issues can be included into the undergraduate curriculum at the University of Cape Town (UCT). It was based on Ohajunwa's (2012) study which looked at whether disability is included at all in UCT curricula. She found that disability issues were included but with minimal support and was done through individual effort and not a university collective effort. She also found that lecturers did not have support structures on how to even begin to think of including disability issues. This study therefore asked how disability issues can actually be included in the undergraduate curriculum at UCT. A literature search found that institutions in South Africa have not started looking at the inclusion of disability issues in the curriculum in universities but rather have been focusing on the inclusion of students with disabilities. Inclusion of disability issues in university curricula has been happening on a small scale internationally with institutions citing a lack of support on how this can be embedded into all curricula rather than as an add-on. The aims and objectives of this study, therefore, were to identify what content area should be the focus for the inclusion of disability issues, what teaching and assessment methods should be used, and what support structures are likely to be needed. The methodology used was a case study design and the case of disability inclusion in the University of Cape Town undergraduate curriculum. Focus group discussions, in-depth interviews, document analysis, and a reflective journal were means of data collection. Data were analysed using a thematic analysis method with an inductive approach. The findings are reported in relation to a curriculum process framework which emphasises the links between why disability issues should be included, how, when and by what means. The findings are presented in four themes: 1. Achieving transformation through curriculum change; 2. Build and design the curriculum for diversity; 3. Creating a community of practice; and 4. Translating talk into action. Trustworthiness and rigor were observed through member checking for credibility, reflexivity and peer-review for confirmability, and an audit trail for dependability. The study concluded with a recommendation that with the use of the curriculum process framework that emerged from the study, disciplines may have a way to include disability issues in undergraduate curricula in order to transform these curricula. However, this should be done in an integrated way through considering various parts of the curriculum process framework.
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.
Open Access
Identifying support needs for people with intellectual disability and their families through a family quality of life survey in Kenya
(2018) Wanjagua, Rachael Wachera; McKenzie, Judith
Intellectual disability (ID) is associated with limitations in cognitive, practical and adaptive functions. Individualised supports therefore enhance functioning for people with ID. Families often manage supports for their ID members alone. If not supported, the family quality of life (FQOL) is affected, which also affects the quality of life of the disabled member. FQOL therefore is an outcome measure for support services and strategies. In Kenya, FQOL and supports of families with individuals with ID is not known. This study’s purpose was to understand the FQOL of people with ID and their families and their support needs. The methodology used was a qualitative design, exploring perceptions of 7 people with mild ID and 8 caregivers on FQOL and support needs through interviews and 2 focus group discussions (FGDs). The Beach Centre Family Quality of Life Conversation Guide was used and piloted with 2 people with ID and 2 caregivers. It was adapted by simplifying the questions for people with ID and translated into Swahili. The study had emancipatory approaches with 2 people with ID and 1 caregiver as research assistants. 10 participants were identified through special schools and a village elder from each zone namely Nyahururu, Kinamba, Ol’ngarua and Mailoinya in Laikipia County. 2 participants for each category were selected through random sampling. Informed consent was received from all participants and caregivers of people with ID. Ethical approval was granted by the Human Research Ethics Committee of the University of Cape Town and a research permit granted by the Kenya National Commission of Science, Technology and Innovation. Data was collected and recorded on a mobile device. Identification codes were used to protect anonymity. Verbatim data was transcribed and checked by participants in FGDs. Confirmed data was translated into English and deductive and inductive analysis was done using Dedoose version 7.5.15. Similar data from the 5 domains in the Beach Centre FQOL Conversation Guide was coded together to develop the theme (community supports). FindingsFQOL in Kenya can be described through family interaction, parenting, emotional wellbeing, disability-related supports, physical/material wellbeing and community supports. Poverty, rights of people with ID and cultural constructions of disability can inform disability-related services, government policies and guidelines. Study limitations: The findings are representative of support needs for families of people with mild ID. The study gathered perspectives of people with ID and caregivers, and hence more views could be gathered from other family members. This study was conducted in rural settings and should be interpreted with this in mind.
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.

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