Centre for Disability and Rehabilitation Studies
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Browsing Centre for Disability and Rehabilitation Studies by browse.metadata.advisor "Kahonde, Callista K."
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- ItemExploring the vocational training strategies for enhancing the transitioning of persons with intellectual disability into supported employment : a case study of Mitchell’s Plain/Klipfontein sub-structure(Stellenbosch : Stellenbosch University, 2021-12) Adams, Samantha; Ned, Lieketseng; Kahonde, Callista K.; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.ENGLISH SUMMARY : Introduction: The issue of unemployment as a national priority and strategy for poverty reduction has been at the forefront of the socio-political agenda in South Africa for many decades. Persons with Intellectual Disability (PWID) are particularly marginalised from decent employment opportunities due to low levels of education and skills training. The aim of this study was to explore the vocational training strategies used by service providers for enhancing the transitioning of PWID into supported employment (SE) by answering the question, What are the vocational training strategies used by service providers to enhance the transition of persons with intellectual disability into supported employment within the Mitchell’s Plain/Klipfontein sub-structure? Methodology: This study used a single instrumental case study design. A purposive sample of 12 participants was recruited as volunteer participants and selected according to specific inclusion criteria; four PWID, four carers and four service providers. Using qualitative data collection methods, semi-structured interviews were conducted with all participants. All interviews were transcribed and translated into English verbatim and thematically analysed. Document analysis was also used as supplementary data to provide context. Findings: PWID have very few options to engage in vocational training platforms that translate into SE. Carers value the vocational training received at various protective workshops but their unmet expectations for PWID to enter the employment sector is a concern. Communities are under-resourced; therefore, protective workshops are the primary vocational training opportunity for PWID. Protective workshops use learnerships as a transition method with job coaches, functional capacity evaluations and job shadowing as strategies to measure job readiness. Unfortunately, these strategies do not translate into SE nor do they guarantee any type of entry into other competitive employment opportunities. This is because the current protective workshop model has not fully integrated an inclusive community-based approach into their best practice model despite the emphasis of CBR as the recommended approach within the revised policy framework. Additionally, the policy guidelines as mandated by the Department of Social Development are not clearly defined and respective service providers develop best practice models at their discretion in partial fulfilment of their service delivery mandate. Conclusion: Protective workshops can be a key facilitator for transforming the way in which PWID are introduced to the labour market and their success in future employment opportunities. As the primary vocational training platform for PWID, protective workshops are well established within their network of service providers, funders and the community. Despite efforts to transform the protective workshop strategy through the inclusion of SE as a step towards employment, the outcomes of transitioning still remain very low. There are gaps in the sustainability of vocational training strategies due to the partial fulfilment of policy implementation and the successful integration of SE as the preferred model within the sub-structure. There is a need to strengthen the existing intersectoral collaboration to reduce fragmentation of services and clearly define roles and responsibilities of service providers. Person-centred transition planning should extend beyond individual rehabilitation and provide holistic support that positions PWID inclusively within their community and family. Strategic community networking may allow for opportunities to access services and information to PWID, service providers and also potential employers. Protective workshops as an effective strategy for transition can only be fully effective once the above factors are addressed and strategically aligned with deliberate focus on inclusive policy development and implementation.
- ItemLived experiences of persons with acquired physical disability living in Windhoek, Namibia(Stellenbosch : Stellenbosch University, 2022-04) Kaseke, Tatenda Hazel; Visagie, Surona; Kahonde, Callista K.; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.ENGLISH SUMMARY: Background: Acquiring a physical disability can be life changing. Life experiences change, and adjustments must be made. Although there are many studies done in other countries on the lived experiences of persons with disabilities following acquired physical disability, more insights are needed to understand the lived experiences of people with acquired physical disabilities in Windhoek, Namibia. Study aim: To explore and describe the lived experiences of persons with acquired physical disability living in Windhoek, Namibia. Method: A qualitative, phenomenological design that was explorative in nature was used in this study. A purposive sampling method was used to identify participants. A pilot study was done to check for and resolve any challenges and to estimate time needed for each interview. Data were collected using semi structured, face to face, individual interviews with a sample of nine participants. The interviews were recorded, and the recordings were transcribed verbatim. The transcriptions were analyzed using inductive thematic analysis. Findings: Six themes were identified; i) “All my life, it’s all about adapting”. Participants were left with permanent impairments which forced them to change the way they interact with the environment. They had to adapt to resume the activities important to them. ii) “I am no different to them”. Participants were not seen as any less of a person because of the disability by their friends and family. iii) “I leave everything in my God’s hand”. Participants indicated they do not worry too much if they face challenges as God is in control. iv) We all need money. Participants agreed that financial stability is important. v) Moving about in the community. Being able to move from one point to the other and being able to get into places they want was very important to participants. vi) Health care access. Participants received the necessary health care and rehabilitation. Conclusion: The participants met with some challenges, but they identified strategies to overcome them to live a fulfilling life. The onus for change was on the individuals with acquired physical disabilities themselves, no environmental or societal inclusive strategies were in place. Recommendations were identified and made to different stakeholders including persons with acquired disabilities, community members, rehabilitation professionals, decision makers, taxi drivers and future researchers.
- ItemPerceptions of carers of persons with paraplegia, regarding the caregiver training(Stellenbosch : Stellenbosch University, 2021-12-) Mahlangu, Dineo Precious; Kahonde, Callista K.; Geiger, Martha; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.ENGLISH SUMMARY : Background: In South Africa, the Integrated National Disability Strategy and the National Rehabilitation Strategy of 2000 emphasise that the rehabilitation of persons with disability is crucial. There are currently 16 recognized rehabilitation facilities in the whole country. The rehabilitation process leads to re-integration of the person who has acquired disability back into their homes and communities, where caregivers become important role players. Therefore, with the limitation of facilities to provide sufficient rehabilitation services, services empowering caregivers become necessary to ensure continuation of care and promotion of independence. Formal or informal caregivers that are identified will need to be trained well so that the specific needs of the caregivers can be prioritized. Aims: To understand the perceptions of caregivers of persons with paraplegia regarding the caregiver training programme offered at a neuro-rehabilitation facility in Mangaung, Free State Province in South Africa. Objectives: a) To explore and describe the perceptions of caregivers of persons with paraplegia regarding the caregiver training programme; b) To identify the gaps and the strengths of the caregiver training programme. Methods: This study used an exploratory-descriptive study design with qualitative methods of data collection. Participants were primary caregivers of persons with paraplegia who had received rehabilitation and got discharged from the neuro-rehabilitation facility. Semi-structured in-depth telephonic interviews were conducted with eight participants. The data was analysed using thematic analysis. Findings: The findings of this study highlighted aspects of the caregiver training programme that the participants appreciated and felt were beneficial and also several gaps that the programme is not addressing. Four themes were generated from the data. These were; 1) components of the caregiver training process, 2) duration and frequency, 3) unmet caregiver expectations and 4) caregiver support. Participants expressed both positive and negative perceptions on their experience of the training programme. Conclusions: The rehabilitation practitioners at Mangaung neuro-rehabilitation facility need to address the gaps within the caregiver training programme that were highlighted by the participants for example, caregiver preparation, increasing the time of training, providing opportunities for hands-on practice, providing follow up services and addressing the caregivers’ individualised support needs. This is important to ensure that the components of the training process address the needs of the caregiver and the person with paraplegia, to promote caregiver competency, good quality of care and quality of life. Currently, the caregiver training seems to be focused on what the rehabilitation practitioners think is important for caregiving and no so much on meeting the real needs of the caregivers.
- ItemPrimary caregivers' perceptions of why their school-aged children with physical disabilities are not attending formal schools in Mabvuku, a high- density location in Harare(Stellenbosch : Stellenbosch University, 2021-12) Kambasha, Stephanie Kambasha; Kahonde, Callista K.; Geiger, Martha; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.ENGLISH SUMMARY : Aim of the study - Children with disabilities face barriers to accessing education and there is a gap in literature reporting the perceptions of caregivers regarding the reasons for these children not getting access to education on par with their age mates. This study aimed to explore and describe the perceptions of primary caregivers of children with physical disabilities residing in Mabvuku, a high-density area in Harare, on why these children are not attending formal school. Method - This was a descriptive phenomenological study that subjectively explored the perceptions of five mothers of children with disabilities who lived in Mabvuku. Face-to-face in-depth interviews were used for data collection and thematic data analysis was used to analyse the data. Findings - The findings revealed that financial challenges were the main reason these mothers were not sending their children with disabilities to formal schools. The fact that the schools are physically located far from Mabvuku was also reported as a barrier as travelling with the child to school using public transport posed financial and access challenges. Physical access to the formal schools was also a factor hindering the children from attending school as the infrastructure was not easily accessible to children with disabilities and there is also a limited number of special schools that can accommodate these children. Lastly, the child’s disability was also presented as a challenge by the mothers because of the limitations of the impairment and the fact that some were not comfortable leaving their child in the care of someone else, especially with the negative attitudes they experienced from the community. Conclusion - The study gave an insight into the challenges faced by the mothers which resulted in them not sending their children with disabilities to school. The mothers live with their children with disabilities in poverty. They require support from the government and other relevant stakeholders to improve their circumstances which will impact positively on their children’s chances to attend school. Recommendations were made for policy makers and disability practitioners in Zimbabwe.