<p>This study examined key factors germane to achieving long-term sustainability of inclusive education for children with disabilities in West Africa. International initiatives such as Education for All (EFA) have been driving forces in increasing access to primary education for children worldwide; however, reports show that children with disabilities in developing countries are still not being provided with equal educational opportunities. With the launch of the Sustainable Development Goals (SDGs), there is renewed momentum to ensure that children in marginalized groups, specifically those with disabilities, are receiving quality access to primary school. International development organizations in collaboration with the Global Partnership for Education (GPE) have committed to providing funding and program implementation assistance to developing countries who have become country partners with the GPE. Of the 36 country partners of the GPE, 15 are uniquely situated in one region of West Africa, making it a desirable geographic region to research the implementation of education development projects. In analyzing the project implementation process and its ability to provide long-term sustainability of inclusive education, an awareness of the global policy context and the grassroots implementation were factored in. Through a qualitative interviewing process, the informed perspectives of experienced education development workers were synthesized. This study asserted that key administrators of education development projects with a written component that focuses on the inclusion of children with disabilities were able to add insights from their field experience and bridge the global-local binary of policy implementation. The findings of this research have potential implications to further inform new policy creation and future project implementation.

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.

Access to suitable wheelchairs may seriously impact the ability of people with physical disabilities to integrate into regular community life. The overall aim of this study was to determine the extent to which the needs of users of wheelchairs manufactured locally in Tanzanian are met. The specific objectives of the study were to determine users' satisfaction with the wheelchairs manufactured in Tanzania, their satisfaction with services associated with the provision, repair and maintenance of these wheelchairs, and the extent to which these wheelchairs enabled them to carry out their daily activities. A quantitative descriptive cross-sectional study was carried out among 75 users of locally manufactured manual wheelchairs, aged 18-65 years and residing in Dar es Salaam, Arusha and the Kilimanjaro regions of Tanzania. Data was collected using a questionnaire consisting of demographic items and two existing instruments, the Functioning Everyday with a Wheelchair (FEW) and Quebec User Evaluation of Satisfaction with Assistive Technology (QUEST) 2.0. Data were analysed with the Statistical Package for the Social Sciences (SPSS) software program version 20.0. Descriptive analysis was performed using frequencies and proportions for categorical data or median and ranges for numerical data. The chi-square test was conducted to determine whether there were significant difference between gender and place of residence (rural/urban) and satisfaction with functional needs, wheelchair and activity and participation.

Includes bibliographical references (leaves 93-105). / This study investigated teachers' perspectives on inclusion of disabled learners in Botswana. The study sought specifically to understand teachers' perspectives through: (1) their conceptualisation of disability and inclusion; (2) their views on educational placement for disabled learners; and (3) their views on the types of support necessary to facilitate inclusion of disabled learners. Participants were drawn from two mainstream primary schools with special education units. Both schools were from the southern region of Botswana. Using stratified sampling technique, eight teachers, four from each school were selected to participate in the study. The aim of using this strategy was to arrive at a final sample of four special education teachers and four ordinary teachers in order to ensure diversity of opinions. In-depth semi-structured interviews are used to collect information from the teachers. The data collected is analysed according to the themes and sub-themes that emerged. The findings indicate that teachers conceptualised disability as embedded in the learner and disabled learners as a homogeneous group. Teachers were also found to lack clear understanding of inclusive education/inclusion. Neither inclusive education nor special education units were thought of as the most suitable educational placement for disabled learners. The teachers viewed the most useful support as government contribution, donations and cooperation from parents. The study recommends teacher training and development on disability and inclusive education. An evaluation of the current special education units is also recommended.

The absence of or stereotypical portrayal of persons with disabilities in the mainstream media has negative and far-reaching consequences not only for an identity of disability but for how non-disabled persons relate to persons with disabilities. Conversely, positive media portrayal and representation has the potential to challenge stereotypes and spread counter-narratives on a wide scale. This study was motivated by a perceived dearth of research into the representation of persons with disabilities in soap operas, which has been studied minimally in South Africa. The goal of the study is to contribute towards an understanding of media representation of disability and its implications in South Africa, specifically through soap opera, by investigating how South African television soap operas represent and portray disability and disability issues daily to their viewers. Drawing on relevant disability identity theory, this study used a qualitative content case study analysis of portrayal and representation of disability in two South African local soap operas, namely 7de Laan and Generations: The Legacy. These soap operas are popular among South African television audiences. The soap opera content was interpreted using qualitative content analysis by exploring the implicit and explicit representation of disability in the soap opera scenes and episodes. Contrary to the historical representation of persons with disabilities, the data revealed that persons with actual disabilities were used in the soap operas as opposed to non-disabled persons acting as if they had a disability. This positively gives a voice to persons with disabilities. However, the scenes and episodes where these characters appear are minimal and short in duration, diminishing any positive intent envisioned by including these characters in the first place. In addition, the themes that emerged from the study indicate a positive representation of persons with disabilities as contributors to the economy through their participation in work and business. At the same time, the stereotypical portrayal of ‘super cripple' in the same scenes shows how the positive representation can be rendered futile with a negative one in the same episode or scene, highlighting the importance and necessity of engaging with media representations on how they may impact individuals with disabilities in a very diverse society like South Africa.

Includes bibliographical references. / 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.

Includes abstract. / Includes bibliographical references (leaves 87-93). / 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.

This thesis is located within a conceptual framework which integrates related theoretical concepts under an overarching critical feminist disability studies lens. The study sought to explore within an African context, the experiences of sexuality of 16 disabled women in Zimbabwe by using a narrative methodology. The Biographic Narrative Interpretive Method was used to generate data and a three phased approach to analysing data was used by employing narrative analysis in the first level to produce whole life stories and analysis of narratives at the second level to produce distinctive themes from the stories. The third level of analysis builds on the second level of analysis and in this study it is embedded in the discussion of findings where it represents a latent and deeper layer of analysis which seeks to further understand the data. The findings that emerged from the narrative analysis illuminate the biographic specificity of the experiences of sexuality of disabled women, albeit drawing belief systems from the wider national context. At the second level, the cross-case analysis generated thematic findings which revealed that all participants dynamically engage in intimate partner relationships, albeit being vulnerable to gender based violence, including in matrimonial relationships, in a setting where contextual silences that surround issues of sexuality are detrimental to the well-being of participants. The third level of analysis illuminates the fact that disabled women are not passive recipients of disability and sexuality stereotypes but they claim their agency and create opportunities for themselves in the area of sexuality. Participants value heterosexual marriage in a context where different sexual orientations are despised by culture and same sex marriages are prohibited by the constitution of Zimbabwe. The complex intersection of culture, disability and normative gender roles and power relations within heteronormative relationships facilitate the vulnerability of disabled women to unsafe sexual practices which exacerbate their vulnerability to HIV infection, in a context which is characterised by a lack of sexuality education.

This study aims to explore how interaction with the performing arts could facilitate the participation of youths with disabilities in opportunities for social and economic inclusion. Equal access for all is a dream, as the world is still a disabling place, particularly for women, poor, Black and persons with a disability. As a result of this intersectionality of social identities and oppression, a lack of access to mainstream activities and opportunities remains a day-to-day reality for many persons with disabilities (Le Roux, 2015). Persons with disability yearn for the individual freedoms enjoyed by most other members of society. One vehicle through which people with disabilities can further enrich themselves are through cultural and arts events. The 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) universally recognised the right of people with disabilities to: ● Access work opportunities (Article 27); and ● Take part in cultural life with others (Article 30), i.e., ensuring that people with disabilities have adequate access to these activities. This study aims to explore how youth with disabilities’ exposure to theatre performance, visiting the theatre or attending a workshop can derive benefit regarding their awareness and prospects for social and economic inclusion. The objectives of this study are to: 1. Describe the experience of youth with disabilities attending a performance at Artscape. 2. Describe how being at Artscape influences or expands career aspirations of youth with disabilities related to economic and social inclusion. 3. Describe the social and life skills learned through attending a performance or visiting Artscape as a facility. 4. Identify factors that influence the participation of youth with disabilities in attending performances and events at Artscape. 5. Investigate how participation in performing arts contributes to their social and economic inclusion. This study used a qualitative research approach, using critical ethnography methodology. Primary data was obtained from an in-depth interview with a young, Black disabled woman and three focus group discussions of six participants. Secondary data in the form of questionnaires were quantitatively analysed This research revealed that transport remains a major challenge for disabled youth seeking to interact with the arts. While disability is diverse and each disability is unique in itself, contact with the arts has been found to facilitate social and economic inclusion and trigger the empowerment of these youth. This was seen in the four themes that came out of the findings namely; Blown away, I can do it, you can do it, Embracing Hope, and a long way to go. Hence, accessibility has varying meanings for different kinds of disability. There remains a huge gap for people with disabilities to be included in social and economic activities, and as a result, youth with disabilities are still trapped in a world of exclusion. I have therefore proposed an Inclusive Model of Disability for Social and Economic inclusion, which are based on the same four themes that I derived from the findings, as well as a fifth theme entitled; Toward social and Economic Inclusion. Based on this model I have also discussed what the findings have shown under four themes; Artscape as a catalyst for inclusion, Career Aspirations, Social and Life Skills, and Enabling Social and Economic Participation. This study concludes that potential exists for disability inclusion and participation in the performing arts, and refers to numerous implications for the education, livelihoods, social and empowerment sectors to consider based on the CBR components of inclusive development, as well as some recommendations beyond Artscape.

This dissertation begins from the research question “How do the nature and availability of transfers influence the lived experiences of people with spinal cord injury (PWSCI) in low socio-economic independent living communities (ILC) in the context of personal assistance relationships?” Transfers here, refers to the need for people with severe mobility impairments to be lifted or otherwise assisted in moving between locations such as bed and wheelchair, wheelchair and toilet, wheelchair and vehicle, and so forth. “Personal assistance means that users of such service exercise the maximum control over how services are organised, and custom-design their services according to their individual needs, capabilities, life circumstances and aspirations” (Ratzka, 1992, p.1). PWSCI, as is the interest of this study, have unique insights into their disability and their context. In terms of international human rights conventions, PWSCI are entitled to have control over their lives and therefore must participate in the form of consultancy on issues that concern them directly. Many PWSCI are dependent on assistance from others for transfers during activities of daily living (ADL). ADL refers to everyday activities such as rising, dressing, washing, toileting, eating, and so on. In the lives of PWSCI, access to the means of performing ADL equates, in reality, to access to the means of survival. In low socio-economic communities, it is likely that personal assistance is performed by unpaid family members or friends, or low remunerated untrained personal assistance providers, rather than paid, professionally trained employees. Unpaid / low remunerated and untrained personal support has implications for i) the ready availability of transfers, ii) the safety of transfers, and iii) reciprocal dynamics of care and accommodation within the relationship. PWSCI represent a large portion of the South African population. Besides those already stated, a body of research shows that PWSCI may face particular limitations and obstacles in fulfilling of ordinary or normal life. These obstacles may include negative attitudes, structures of normalcy and ableism, and environmental barriers to access for PWSCI. These obstacles may influence how PWSCI construct their identity within relationships of personal assistance. Also, the voices and own experiences from the perceptions of PWSCI are not always heard and not given political recognition. This research aimed to explore the transfer-related experiences of PWSCI, in the context of personal assistance relationships, during activities of daily living. A qualitative study was conducted, and focused on the experiences and perceptions of nine PWSCI living in low socio-economic independent living communities (ILC) in Johannesburg. A semi-structured interview was used for data collection, and a Qualitative Thematic Analysis was applied to analyse the data. Ethics of Care (EoC) was a useful theoretical approach adopted in exploring the lived experiences of PWSCI in the interest of their taking back agency within relationships of personal assistance, being free of any assumptions and perceptions about impairment and their ability. Furthermore, the aim of an EoC approach is to foster inclusion, respect and dignity, and systems of influence and power, influencing the experiences and personal perceptions of PWSCI living in low socio-economic independent living communities (ILC). The results of this study revealed that PWSCI find living with a spinal cord injury not being a barrier to living a fulfilling life but instead, emphasised barriers created through stigma and negative attitudes from relationships within personal assistance and communities as a whole. These serious barriers to self-expression and fulfilment come in the form of stigma of disability, ableism, negative perceptions, and the pervasiveness of the medical model. How PWSCI feel about their belonging in their society and taking back their agency in relationships of personal assistance, was found to be representative of how they respond to negative social constructions of disability within care relationships, and their communities as experienced during daily transferrelated activities. The study revealed the importance of the need for accredited training for personal assistance providers to prevent secondary injury for PWSCI and care providers alike, and to create conducive working environments for care providers. Conducive working environments may include body mechanic training, appropriate assistive devices for safe lifting and moving of PWSCI. Furthermore, conducive working environments may contribute to positive attitudes and perceptions toward PWSCI. Access to allocated state resources will facilitate PWSCI to procure accredited, trained, paid care. The vocation of personal assistance providers should be organised, available and accredited.