Browsing by Subject "disability"

Now showing 1 - 8 of 8
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    Assessing population aging and disability in sub-Saharan Africa: lessons from Malawi?
    (Public Library of Science, 2013) Stuck, Andreas E; Tenthani, Lyson; Egger, Matthias
    The study of Payne and colleagues is, to our knowledge, the first empirical study to report disability states, and to estimate transitions between them, for Malawi's population of 45 years of age and older. The study provides detailed estimates for healthy life expectancy (HALE, an estimate of equivalent years of good health), which differ from those recently published by the Global Burden of Disease study (GBD) [2],[3]. The GBD estimates that in Malawi 50-year old women can expect to live 76.1% of their remaining 23.4 years in good health and 50-year old men can expect to live 76.7% of their remaining 20.6 years in good health [2]. In contrast, Payne and colleagues estimated that women aged 45 years spend only 42% of 28.0 remaining years in good health, and men 59% of 25.4 years.
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    Collaborative inclusion in South African restaurants: a case study on disability and accessibility
    (2025) Mailovich, Annami; Bam, Armand; Hamann, Ralph
    The study explores social inclusion barriers faced by people with disabilities in the hospitality industry and solutions to promote inclusion. Moreover, the study draws attention to an industry where exclusionary practices typically deprive people with disabilities of full participation in social activities and contributes to the literature on collaboration in design thinking. Using design thinking as a collaborative and inclusive innovation process between disabled and nondisabled participants in a two-day workshop, it describes the co-creation of solutions to overcome information barriers for disabled restaurantgoers. Removing these barriers equips disabled restaurant patrons with the information needed to make informed decisions to partake in social settings where physical barriers are commonplace. This qualitative study employed a single instrumental case study design, gathering data through interviews and observations and is analysed using Braun and Clarke's six-step framework. The findings are presented as three themes: First, inclusivity creates a welcoming setting in design thinking workshops by coupling accessibility with diversity. Second, resilience is critical in overcoming collaboration barriers and normalising accessibility among disabled and nondisabled participants. Third, synergy, forged by collaboration and efficient communication, shows the impact of collaborative efforts in fostering inclusivity and, ultimately, achieving social inclusion. Ethical considerations prioritised participant autonomy through transparent communication and incorporated their views in the development of the study through exploratory conversations. Based on these findings, this study contributes practical guidelines to improve accessibility innovations practitioners and organisations serving people with disabilities could apply.
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    Disability Studies poster collection from Africa Day 2012
    (2012) Disability Studies Division
    This poster collection, developed by the Disability Studies Division and presented for Africa Day in May 2012, address the issue of disability from a range of social justice, inclusion and developmental perspectives. Poster 1 looks at the inclusion of disability in the University of Cape Town; Poster 2 explores residential options for intellectually disabled adults in the Western Cape; Poster 3 outlines the roles, purpose and scope of the Disability Studies Unit itself; and Poster 4 explores how the childhood experiences of community disability workers (CDWs) in rural communities in South Africa, Botswana and Malawi influenced their career choices and how their current experiences influence their work.
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    Education for All Week 1 - Barriers to Learning
    (2019-06-01) McKenzie, Judith
    This video focuses on barriers to learning which can be brought about by the limiting educational system and the society or environment. The video further explains that children may experience one or more barriers to learning and the Inclusive Education approach is used to address these obstacles to enable all learners to reach their full potential. In order to achieve Inclusivity in education and training, the presenter in the video emphasizes the importance of a shift in the mindset from putting the problem with child, to changing the education system as a whole to meet all learner needs. This is supported by the agreements such as the UN Convention on the Rights of Persons with disabilities and the Salamanca statement which recognize that education for all learners should occur in an inclusive manner.
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    Education for All Week 2 - A social or individual problem?
    (2018-06-01) McKenzie, Judith
    In this video, Judith McKenzie uses examples of different learners with disabilities and how they experience education depending on their specific learning needs, home environment, and the engagement of local community organisations and family members. The video illustrates how children with disabilities and their families engage with their support needs and the environment in which they live. This is video 2 in week 2 of the Education for All MOOC.
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    How to be a superhero: stories of creating a culture of inclusion through theatre
    (2021) Jaskolski, Kaitlin Orlena-Kearns; Baxter, Veronica
    This thesis investigates the use of Inclusive theatre to disengage the ‘disabled'/ ‘non-disabled' binary for transformation to inclusive cultures. The research extends existing scholarship in Inclusive and applied theatre practices by documenting selected case studies in west and southern Africa. A sociocultural lens defines disability as a social construct, problematizing community reactions, systemic oppression and societal barriers as the disabling force rather than any physical or cognitive impairment. A series of participatory action research projects explore inclusion through an applied theatre praxis and critical/performance ethnography. Progressive pedagogy informs the methods, ethics, and values of each cross-cultural inclusive project. Participants with neurodivergent, or atypical (dis)abilities are contextualized as heroes within the metaphoric framework of the hero's journey as popularized by Joseph Campbell. Campbell's stages are juxtaposed with project workshops and performances to emphasize the universal application of inclusion, and the educational power of storytelling. The primary journey follows the development of Nigeria's premier inclusive theatre company; from drama-as-therapy beginnings to their professional performance of How to be a Superhero: A Guide to Saving the World. Supplementary projects with Hijinx Theatre in Lesotho and the Oasis Association in South Africa provide stories of igniting hidden talents and overcoming the obstacles that create barriers to inclusion in both the arts and society. An enabled dramaturgy details accessibility, authenticity, engagement, transformation, and aesthetics to debate the allies/enemies of inclusive theatre. Each project reveals the boons of adapting practices through considerations of accessibility, accommodations, and modifications. The culminating performances of each project provide evidence that storytelling, building relationships, transforming and engaging participants and audiences through theatre forges empathy, increases representation, and encourages visibility. Psychologist Philip Zimbardo argues that “Heroism can be learned, can be taught, can be modeled, and can be a quality of being to which we all should aspire.” (2011). This research, inspired by Campbell and Zimbardo, argues that inclusion, like heroism, can be learned, taught and modeled through theatre to create a culture of inclusion.
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    Human rights, disability, and higher education : conference held at UCT Middle Campus, Cape Town from 25 to 26 January 2003
    (University of Cape Town. Intercultural and Diversity Studies of Southern Africa (iNCUDISA), 2014-09-19) University of Cape Town. Intercultural and Diversity Studies of Southern Africa (iNCUDISA); Van Zyl, Mikki
    This report will be of value to Disability Studies scholars, educational theorists and researchers, as well as those interested in the construction of disability within the context of transformation in post-apartheid South Africa. Over the past three decades, the discipline of Disability Studies has emerged as an independent field within the social science research and theoretical arena. Questions surrounding the nature and origin of (oppressive) societal responses to impairment - ranging from service installations to bureaucratic policies, linguistic conventions to exclusionary practices - are the primary concern of the field. Disability Studies attempts to examine and debunk the 'disabled' identity as one ascribed to individuals arbitrarily, yet selectively designated as disabled. Broadly, key theoretical positions within the field assert that the negatively valued and ascribed group identity of being 'disabled' is one which serves, through the operation of complex ideological machinery, to justify and obscure the systematic exclusion of persons so designated from equitable participation in the production of culture. This study looks at dynamics of human rights and disability within higher education institutions from this perspective.
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    TEDI 2 Week 1 - TEDI Project: Challenges of Teachers in Deaf Education
    (2019-06-01) Kelly, Jane
    In this video, Jane Kelly, provides an overview of the Teacher Empowerment for Disability Inclusion (TEDI) Project. She focuses on the research methods used and the situation analysis of the educational needs of learners with disabilities in South Africa. Drawing on the themes discussed during interviews with the teachers in the project, Jane highlights the challenges these teachers, from both schools for the deaf and full service schools, face in teaching children with severe to profound hearing impairments. This is video lecture 4/7 in week 1 of the course: Educating Deaf Children: Becoming an Empowered Teacher.