Bucknor, Elizabeth Lee
09 September 2018
<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.
Tuberty, Sarah Katheryn
29 September 2019
Children with congenital hand differences (CHD) are at risk for social isolation, increased anxiety, and lower rates of self-esteem when compared to their typically developing peers (Lumsdaine et al, 2016). Parents may feel guilt, isolation, and may have perceived lack of resources to best support their children (Ardon, Janssen, Hovius, Stam, & Selles, 2012; Murray, Kelley-Soderholm, & Murray, 2007). Goffman (1963) explained that society perceives that individuals with differences belong to the “other” category deprived of social privileges which are standard to those in the “in-group”. Many children with congenital hand differences and their parents have limited access to the resources to manage and cope effectively with the negative assumptions about their ability.. This doctoral capstone project describes the development of an online resource for parents of children with congenital hand differences. The content for the webpage is based on literature, clinical and personal experiences. The online resource was designed to increase feelings of support, community, and effective coping for parents of children with CHD. Fourteen parents were recruited via social media platforms to review and evaluate the website. Responded evaluated the ease in website navigation, the usefulness of content, and rated their likelihood to use and to recommend the website. Parents on average found the website easy to navigate, useful, and were likely to use, and recommend the website.
The family-support needs of Zimbabwean asylum-seeking families living with their disabled children in the Western Cape Province of South AfricaTarusarira, Willson January 2016 (has links)
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.
There's a place for people with disabilities within the arts: Exploring how interaction with the performing arts may facilitate the social and economic inclusion of youth with disabilitiesLe Roux, Marlene 31 January 2019 (has links)
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.
The level of awareness on the African Decade of Disabled Persons (ADDP) by people with disabilities in ZimbabweMalinga, Joshua Teke January 2008 (has links)
Includes bibliographical references (leaves 112-120). / The aim of this qualitative, descriptive study was to determine the levels of awareness for communication and flow of information dissemination among the leadership and grassroots members of Disabled People's Organisation (DPOs) in the African Decade of Disabled People (ADDP).
We cannot fight for what we do not know : information that mothers of disabled children have about the Children's Act (No. 38 of 2005) and the Children's Amendment Act (No. 41 of 2007) in South AfricaMeyiwa, Nonceba January 2010 (has links)
Includes bibliographical references (p. 82-86). / The purpose of this study is to explore the information that the mothers of disabled children have on the provisions of the Children's Act (CA) (Act no.38 of 2005) and the Children's Amendment Act (CAA) (Act No.41 of 2007). The two Acts were consolidated after the regulations had been adopted. The Children's Act gives effect to the three specific constitutional rights of children contained in section 28. These are: a. The right to social services. b. The right to parental or family care or to appropriate alternative care when removed from their family. c. Protection from maltreatment, neglect, abuse or degradation. This Act stipulates the services that are required to give effect to the three State obligations. The aim of the research was 1) to investigate the nature of information which mothers of disabled children have acquired about the Children's Act, and 2) factors influencing the access to this information by these mothers. The study population was mothers whose children have a physical or mental disability. The study sample was purposively selected from mothers of disabled children living in a township in Ekurhuleni Metropolitan, in Gauteng Province. A qualitative research approach was used in this study, and a case study design was adopted. Individual in-depth interviews were held with four participants. The data collected through the in-depth interviews was analysed using a thematic content analysis. The findings of this study will raise awareness among mothers of disabled children and their organizations of the rights and services to which disabled children are entitled according to the Children's Act. It will therefore enable them individually and through DPOs to more effectivity monitor the implementation of the Act by the State and to enforce compliance by the State of its obligations to disabled children in terms of the Children's Act.
The perceptions of recreation officers towards the inclusion of visually impaired children within the City of Cape Town Come and Play ProgrammeBam, Armand January 2012 (has links)
Includes abstract. / Includes bibliographical references. / The City of Cape Town Sport, Recreation and Amenities Department (COCT SRA) has drafted its own policy document on sport and recreation in order to align with national policy to guide efficient recreational service delivery. The COCT SRA should play a role in the development of all children within the communities it serves. The implementers of the recreational services thus play a vital role in ensuring efficient service delivery to all. The aim of the study was to explore the perceptions of recreation officers regarding their contribution to enabling the inclusion of visually impaired children in the Come and Play Programme. Furthermore to illuminate potential barriers and facilitators to the inclusion of visually impaired children in order to facilitate policy implementation.
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 CapeMgwili, Victoria Nokwanele January 2005 (has links)
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.
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.
The challenges facing parents and teachers of learners with intellectual disabilities in the transition from primary to high school in South AfricaMcKinney, Victor John January 2008 (has links)
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.
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