Browsing by Author "Willems, Melanie"
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- ItemHIV/AIDS and persons with disabilities(Stellenbosch : University of Stellenbosch, 2011-03) Willems, Melanie; Davis, Burt; University of Stellenbosch. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology. Africa Centre for HIV/AIDS Management.ENGLISH ABSTRACT: The main aim of this research paper will be to discuss the impact of HIV on persons with disabilities. The study used a quantitative approach, with a KAP (knowledge, attitude and practice) survey done amongst 74 respondents from the Cape Town Association for the Physically Disabled, Tygerberg Association for the Physically Disabled and Drakenstein Centre for Persons with Disabilities. The questionnaires included close-ended as well as open-ended questions. Data was analysed through five themes in the questionnaire: It included information on their demographic background, their risk sexual behaviour, their HIV/AIDS knowledge levels, their attitudes towards HIV/AIDS and general issues regarding HIV/AIDS. Results show that very few of the respondents are having sex. This could be due to peer pressure from parents not to engage in sexual activities. It is not clear whether persons with disabilities are at risk of HIV infection – it warrants for further investigation. Respondents indicated that HIV is a relevant issue for persons with disabilities. Most knowledge questions were answered satisfactorily. With this said, it seems there are still many issues (especially around the treatment options available for HIV positive individuals) that respondents were unsure of. Overall findings point toward a definite need to invest in further research on this topic so to obtain a better understanding of the relationship between persons with disabilities and HIV infection.
- ItemLogistical, teaching and learning challenges of undergraduate students with visual impairments at a selected university(Stellenbosch : Stellenbosch University, 2021-12) Willems, Melanie; Zimba, Zibonele France; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Social Work.ENGLISH ABSTRACT: After the Salamanca World Conference on Special Needs Education on 10 June 1994, inclusive education became more prominent to redress inequalities and exclusions in society. In 2018, the Strategic Policy Framework on Disability for the Post -School Education and Training System was commissioned by the Minister of Higher Education and Training in South Africa to give attention to disability inclusion as an outflow of the 2013 and 2015 White Papers. Persons with disabilities are increasingly furthering their studies in the post- school sector. South African researchers explored challenges faced by students with disabilities when accessing higher education. While there is much research focused on the challenges faced by students with disabilities, studies which focus specifically on experiences of students with visual impairments at higher education institutions are limited. This study intended to gain an understanding of the logistical, teaching and learning challenges experienced by undergraduate students with visual impairments in higher education using a selected university as a case study. Semi-structured one-on-one interviews were used to collect qualitative data from 15 registered undergraduate students at a selected university. Participants were selected using purposive sampling. The data was analysed using thematic analysis. The findings of the empirical investigation showed that undergraduate students with visual impairments experience logistical, teaching and learning challenges in higher education at different levels of the university. At micro level, signage visibility and PowerPoint fonts are considered to be logistical, teaching and learning challenges. At mezzo level, students with visual impairments experience support services to be challenging. At macro level, accessible transportation challenges were described as the major concern. Recommendations resulting from the study indicate that it is vital for students with visual impairments to disclose their disability when entering a higher education institution to ensure that specialised support is provided. It is recommended that the use of different social media platforms is maximised to raise awareness about the support services provided.