Philosophiae Doctor - PhD / Community Based Rehabilitation (CBR) is used internationally, to address the lack of access of People with Disabilities (PwD) to rehabilitation services. Physiotherapy is one of the rehabilitation services offered to PwDs at community level, through CBR. In Sudan, Ahfad University for Women (AUW) offers a Bachelor degree in Physiotherapy, which integrates a CBR module into the curriculum, since 2007. The aim of this current study was to investigate the CBR components of the current physiotherapy curriculum at AUW, to determine whether they should, and could be expanded. The Mix method study design was employed, with a mixed research methodology, containing both qualitative and quantitative approaches for data collection. The components of CBR, present in the current physiotherapy curriculum at AUW were identified, using the constructive alignment framework, and content analysis for data analysis. The PWD’s needs of rehabilitation services in Sudan were established, using a questionnaire survey among users at various rehabilitation centres in Khartoum State. The CBR components that needed to be adapted in the physiotherapy curriculum at AUW were identified, using focus group discussions and in-depth interviews with AUW physiotherapy students and a CBR expert. Finally, the CBR components were revised and adapted, using a collaborative approach during workshops with AUW staff and clinicians. It was concluded that, in order to address the rehabilitation needs of PwDs, the CBR module needed to include additional components, to align the course content, teaching and learning techniques, as well as assessment tasks, with the intended learning outcomes of physiotherapy students. The components in the CBR matrix, such as livelihood and empowerment, were deemed important to provide students with knowledge, skills and competence. Additionally, providing information about assistive devices was deemed vital in rehabilitation. A significant relationship (P<0.05) was observed between the provision of information on assistive devices, and the maintenance thereof, as well as the benefits to users, respectively. Ultimately, commencing CBR placements in the fourth year, as is currently the norm, was deemed too late; therefore, it was suggested that community visits in the first and second years of physiotherapy studies, be included in the CBR course curriculum.

>Magister Scientiae - MSc / Physiotherapy services for disabled children and their families have conventionally been received at a hospital or school for children with special educational needs in the main towns and cities of South Africa. Community-Based Rehabilitation (CBR) programmes were proposed and established as an additional approach to Institutional-Based Rehabilitation to address the need for accessible resources for these families. In this study the author evaluated two CBR programmes for disabled children and their main caregivers in two separate low socioeconomic peri-urban areas of Cape Town. The programme, a weekly group meeting, included physiotherapy interventions to assist the development and functional abilities of the children by means of activities that the caregivers could include in daily home care. They handled their own children following demonstrations and correction of handling skills by the author. The majority of the caregivers were mothers. Their children, less than 13 years old, were severely intellectually impaired. Some with concomitant physical disabilities. The author implemented the interventions of the CBR programme and she required to understand the impact on the particpants in a study using qualiative research methods. In the pilot programme the attendant members were individually interviewed, after her withdrawal, for their opinions of the outcomes. Evaluation documentation.ofjheir children and CBR programme records were related to the caregivers' responses. From the pilot study experiences the author felt that additional methods of data collection would result in a greater understanding of the impacts of the interventions. Expanded methods of research were utilised in the study of the second group. During the interventions at group meetings the author used field notes to record observations. Participant observation allowed the author to analysis the responses of the participants. Focus group interviews assisted in understanding external factors influencing the participants as well as their needs. Individual interviews, after the closure of the CBR programme, allowed the participants to express their views of the interventions. Documentation of the individual evaluation of each child was related to the views expressed by the caregivers. Common meanings and themes were explored in the analysis of the various data collected. Analysis revealed that interventions of education and training for the caregivers improved their knowledge and understanding of the impairments and disability of their children. The children benefited functionally from their families increased skills and knowledge. Through discussion with other families at group meetings, the caregivers had an understanding of other disabilities in children and developmental outcomes possible for their own child. The caregivers were more confident to address the negative perceptions of disability in their communities. It is recommended that physiotherapists implementing any interventions for disabled children should ensure that the caregivers are partners in planning and selection of interventions and that their needs are addressed. Community participation in Community-Based Rehabilitation programmes was required for the participants to become self-reliant and solve their own needs as well as for the programme to be sustainable. This was demonstrated in only one of the programmes.