The aim of this study is to design an innovative research methodology to engage young people with a label of 'autism', in the research process. Advancement in the creation of a new and innovative research methodology made it possible for 11 young people to communicate with the researcher about what was important to them as they went through adolescence. 'Barriers' to inclusion in the research process were challenged by developing, practical ways to de-code and translate complex communication systems through the design of a 'communication profile'. Engaging young people with a label of 'autism' in a way that enables them to lead and direct the research process is new and challenges traditional research assumptions. It also challenges traditional research methods used with people with a label of Teaming difficulties' and questions the validity of 'researcher led' narrative. Utilising a more democratic process of 'inclusive' research methodology led to the findings that young people with a label of 'autism' are disabled by 'barriers' within wider society rather than by their perceived 'impairments'. The disabling barriers evident from this research were physical barriers (in relation the physical environment); support barriers (in relation to interpersonal relationships and support); and information barriers (the way information causes disabling barriers if it is not presented in ways that enables understanding). The findings significantly challenged current and past theories of autism and questioned the 'truth' in the 'knowledge' ascertained from positivist research methodologies. Listening to the collective 'voice' of young people with a label of 'autism', urges a move away from a reductionist explanation of 'impairment', to embrace the wider holistic explanation of autism as 'disability'. To advance the continuation of participation in research, this research study calls for a 'paradigm shift' in research methodology, to move away from 'positivist' research methodologies to advancing an 'emancipatory disability research' agenda. This research also calls for the inclusion of people with a label of 'autism' to become engaged in the wider 'social model of disability' debate and to become included as part of the wider disabled people's movement.

<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.

The relationship between reading and spelling ability and the four symptoms of the Gerstmann syndrome was studied. A spelling test was constructed to measure the tendency of fifth grade children to make kinetic and static reversal errors in spelling. The spelling test was administered to 343 grade five children in Richmond, B.C. The reading achievement level for each child was obtained from the reading scores on the Stanford Achievement Test. The children were divided into four groups on the basis of reading achievement scores above and below 4.0 and the presence or absence of reversal errors in spelling. Ninety children, selected at random from three groups, and seven children, who comprised the fourth group, were tested for the four symptoms of the Gerstmann syndrome. The tests used to determine the presence or absence of each symptom were: (1) disorientation for right and left - eight directional commands, (2) finger agnosia - Kinsbourne and Warrington's test for finger differentiation, (3) dyscalculia - an arithmetic test to determine ability in writing numbers correctly and computing accurately, plus confirmation of the latter skill by the arithmetic achievement score on the Stanford Achievement Test, and (4) dysgraphia - Myklebustf's Picture Story Language Test. A statistical analysis of the data by the chi-square method indicated a significant relationship, at the grade five level, between reading retardation one or more years below grade placement, reversal errors in spelling, and the concomitant presence of two or more symptoms of the Gerstmann syndrome. / Education, Faculty of / Graduate

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.