Exploring the inclusion of teaching and learning on assistive products in undergraduate curricula of health sciences faculties at three South African Universities

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dc.contributor.authorVisagie, Suronaen_ZA
dc.contributor.authorMji, Gubelaen_ZA
dc.contributor.authorScheffler, Elsjeen_ZA
dc.contributor.authorOhajunwa, Chiomaen_ZA
dc.contributor.authorSeymour, Nickyen_ZA
dc.date.accessioned2022-06-29T13:31:21Z
dc.date.available2022-06-29T13:31:21Z
dc.date.issued2019-12
dc.descriptionCITATION: Visagie, S. et al. 2021. Exploring the inclusion of teaching and learning on assistive products in undergraduate curricula of health sciences faculties at three South African Universities. Disability and rehabilitation. Assistive technology, 16(7):722–729. doi:10.1080/17483107.2019.1701104
dc.descriptionThe original publication is available at https://www.tandfonline.com/journals/iidt20
dc.description.abstractBackground: Providers must be knowledgeable on policy, systems and products to provide a person centred service and prescribe the most appropriate assistive product for each user. Aim: This study aimed to determine to what extent teaching and learning on assistive products are included in undergraduate curricula of the Health science faculties at three universities in the Western Cape Province of South Africa. Methods: Data were gathered through a cross sectional survey. Fifteen programmes were approached of whom eight participated. Information on teaching on assistive products was sourced from purposively identified key informants, through e-mail questionnaires. Descriptive analysis was done. Results: A total of 104 assistive products were included in the eight programmes. Manual wheelchairs were the only product for which teaching was underscored by policy guidelines. Handheld mobility devices and wheelchairs were covered by five programmes. Teaching on assistive products for self-care, participation in domestic life, indoor and outdoor activities, employment and leisure was limited. Thirty seven products listed on the GATE List of 50 were taught by at least one of the programmes. Teaching and examination were theoretical in nature and occurred in professional silos. Clinical exposure was often incidental. For many products none of the four service delivery steps were covered. Conclusion: Assistive products were included in all the participating undergraduate programmes. The range of included products and the level of training were insufficient to prepare graduates to effectively address user’s needs. Newly appointed graduates will require early in-service training to ensure appropriate assistive product service delivery. Implications for rehabilitation: Undergraduate teaching on assistive products is provided in professional silos. Not all products on the GATE APL of 50 are included in under graduate teaching. Teaching does not always ensure a proficiency level that will support graduates to provide an independent AT service.en_ZA
dc.description.urihttps://www.tandfonline.com/doi/full/10.1080/17483107.2019.1701104
dc.description.versionPublishers version
dc.format.extent9 pages
dc.identifier.citationVisagie, S. et al. 2021. Exploring the inclusion of teaching and learning on assistive products in undergraduate curricula of health sciences faculties at three South African Universities. Disability and rehabilitation. Assistive technology, 16(7):722–729. doi:10.1080/17483107.2019.1701104
dc.identifier.issn1748-3115 (online)
dc.identifier.issn1748-3107 (print)
dc.identifier.otherdoi:10.1080/17483107.2019.1701104
dc.identifier.urihttp://hdl.handle.net/10019.1/125431
dc.language.isoen_ZAen_ZA
dc.publisherTaylor and Francis
dc.rights.holderAuthors retain copyright
dc.subjectInclusive education -- South Africaen_ZA
dc.subjectEducational equalization -- South Africaen_ZA
dc.subjectMainstreaming in education -- South Africaen_ZA
dc.titleExploring the inclusion of teaching and learning on assistive products in undergraduate curricula of health sciences faculties at three South African Universitiesen_ZA
dc.typeArticleen_ZA
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