Masters Degrees (Centre for Disability and Rehabilitation Studies)
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Browsing Masters Degrees (Centre for Disability and Rehabilitation Studies) by browse.metadata.advisor "Ohajunwa, Chioma"
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- ItemAvailability, importance, and accessibility of postgraduate education for Orthotists and Prosthetists in South Africa: A mixed method study(Stellenbosch : Stellenbosch University, 2021-03) Boshof, Pearl Ignacia; Visagie, Surona; Ohajunwa, Chioma; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.ENGLISH SUMMARY : Agtergrond: Ortotiste en Prostetiste speel `n belangrike rol in die rehabilitasieproses van persone met gestremdhede deur die verskaffing van orthoses en/of prostheses. Die hulpmiddels kan help om sekondêre komplikasies te voorkom, funksie te verbeter, gemeenskapsintegrasie te bewerkstellig en lewenskwaliteit te bevorder. Ortotiste en Prostetiste speel soms `n lewenslange rol in die lewe van `n persoon met `n gestremdheid. Tans in Suid-Afrika is daar drie opvoedkundige instansies wat voorgraadse studies aanbied ten opsigte van die Ortotika en Prostetika professie. Die doel van hierdie studie was om die beskikbaarheid, belangrikheid en toeganklikheid van nagraadse opleiding in die Ortotika en Prostetika professie in Suid-Afrika te ondersoek. Die doelstellings was om: • Die nagraadse opleiding tans beskikbaar in die Suid-Afrikaanse Ortotika en Prostetika professie te bepaal • Die deelnemers se mening oor die noodsaaklikheid van nagraadse opleiding vir Ortotiste en Prostetikuste in Suid Afrika te bepaal • Die behoeftes te bepaal ten opsigte van nagraadse Ortotika en Prostetika opleidingsprogramme • Te bepaal wat die hindernisse ten opsigte van die deelname aan nagraadse Ortotika en Prostetika opleiding in Suid -Afrika sal wees • Die voorkeure van die Ortotiste en Prostetiste te bepaal ten opsigte van die tipe en formaat van nagraadse opleiding Metode: `n Gemengde navorsingsmetode was gebruik. Fase 1 was kwantitatief. Data was ingesamel deur middel van epos vraelyste wat deur 47 lukraak ge-identifiseerede deelnemers voltooi is. `n Beskrywende analise was in hierdie verband gedoen. In fase 2 was kwalitatiewe data deur middel van oop vrae ingesamel van agt doelgerig geselekteerde deelnemers en die data is tematies geanaliseer. Die bevindinge van die twee fases was teenoor mekaar gestel en geintegreer in ‘n bespreking. Bevindinge: Die bevindinge het getoon dat die deelnemers nagraadse opleiding in ortotika en prostetika belangrik ag. Die deelnemers het verder ook verkies dat die nagraadse opleiding wat in ortotika en prostetika aangebied word, in verskillende formate aangebied moet word om die toeganklikheid van sulke programme te bevorder. Die deelnemers het geen toegang tot nagraadse ortotika en prostetika spesifieke opleiding nie en het beperkte toegang tot generiese opleidingsprogramme in Suid-Afrika. Dit veroorsaak `n afname in die deelname aan nagraadse opleiding in ortotika en prostetika. Daar was voorgestel dat een van die drie tersiêre opleidingsinstansies wat voorgraadse opleiding in ortotika en prostetika aanbied, `n nagraadse opleidingsprogram vir Ortotika en Prostetika in Suid-Afrika moet ontwikkel wat internasionaal erken sal word. Die huidige generiese opleidingsprogramme wat geskik sal wees vir ortotika en prostetika in Suid-Afrika, moet geidentifiseer word, en bygestaan word om meer inklusief teenoor ortotiste en prostetiste te wees. Verdere studies is nodig om die kwaliteit en effektiwiteit van voorgraadse opleiding in ortotika en prostetika in Suid-Afrika te bepaal.
- ItemExploring the lived experiences of students with disclosed epilepsy in accessing support services at a teachers’ college in Zimbabwe(Stellenbosch : Stellenbosch University, 2021-12) Chimedza, Margaret; Ohajunwa, Chioma; Geiger, Martha; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.ENGLISH SUMMARY : There is a marked increase in students with disabilities accessing higher education. A significant proportion of these students constitute students with chronic conditions such as epilepsy. The purpose of this study was to gain an insight into the lived experiences of students with disclosed epilepsy in accessing support services at a Teachers’ College in Zimbabwe. The main objectives were to identify the provisions that are available in the institution and the accessibility barriers students with epilepsy encounter in their learning. The study also intended to provide guidelines to stakeholders on how to assist students with epilepsy in accessing higher education based on their experiences. The study employed a qualitative approach to answer the main research question. Four former students with disclosed epilepsy, recruited through snowballing, participated in the research. Data was gathered by responding to telephonic interviews and analysed through thematic analysis. Three themes were derived from the data which included facilitators to inclusion, accessibility barriers and reasonable adjustments that the participants suggested would improve their access to higher education. Findings from the study indicated that the lack of mandatory disability policies, negative attitudes from the college community, inappropriate training of members of staff and lack of information acted as obstacles to accessing support services in the institution. The participants recommended that institutions draw up policies that guide their operations. They expressed the need for appropriate training for academic staff, psychosocial support, the need for disability awareness campaigns and self-representation at the college. The study outcomes recognized the need for institutions to adopt a Multi-dimensional support framework that values human rights and creates an inclusive and accessible learning environment. Findings from this study may add to the information base about the support services appropriate for students with epilepsy in accessing higher education.
- ItemPrimary caregivers’ experiences of changes in their children during the course of Early Childhood Development also known as grade RR at a school for learners with Autism Spectrum Disorder (ASD) in Cape Town(Stellenbosch : Stellenbosch University, 2021-12) Mufutamari, Faith; Ohajunwa, Chioma; Geiger, Martha; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.ENGLISH SUMMARY : The aim of this study was to explore primary caregivers’ experiences of changes in their children during the course of Early Childhood Development also known as grade RR at a school for learners with Autism Spectrum Disorder (ASD) in Cape Town. A qualitative, descriptive phenomenological methodology was used for this study to bring into consciousness the lived experiences of participants and elicit narratives based on participants’ experiences and frame of reference. The six stages of thematic analysis were most suitable for this study because it assisted with the identification of recurring patterns and interconnections of data (Braun & Clarke, 2013). Findings in this study indicate that children with ASD enrolled for grade RR at a school for learners with ASD only, demonstrated potential to learn and develop on their milestones during the first year they started school. The outcomes of the study indicated positive outcomes for the children with autism. Parents stated that their children improved in their self-help skills, developing social, speech and academic skills. Most importantly, primary caregivers felt that their children grew in confidence, enjoying the special school setting and the expert attention they received from their teachers. An additional outcome that came out is the tri-factor approach. Parents explained that there are certain factors that support this successful and positive experience of grade RR for their children. These three factors are: School preparedness (Factors within the school); child’s preparedness (factors within the child); and parent preparedness (Parental influence). These outcomes are expected to provide valuable feedback to special educators working with children with ASD as well as to influence policy makers to create policies that speak to the reality on the ground especially within inclusive education. This study was limited for academic purposes and was restricted to participants residing only in Cape Town. Being a qualitative study, the outcomes cannot be generalized to the larger population. The study was also limited to only the primary caregivers of children with ASD. In that case, parents or other family members who are not primary caregivers were not invited to participate. Recommendations to different stakeholders were made as well as recommendations for future studies.
- ItemA qualitative exploration of the enablers and challenges that mothers of children with disabilities experience in accessing primary healthcare in Lwandle(2023-03) Torres, Marcia; Ohajunwa, ChiomaENGLISH ABSTRACT: Introduction Children with disabilities do need special protection and proper healthcare. The purpose of this study was to gain an insight into the experiences of mothers of children with disabilities on accessing primary healthcare in Lwandle. The main objectives were to identify the enablers and challenges that influenced this healthcare access for their CWD. Methods This study had a qualitative approach to answer the research question. Six mothers of children with disabilities, recruited through total population sampling, participated in the research. In-depth data was gathered by face-to-face interviews which were audio recorded. Data was transcribed and analysed through thematic analysis. Findings Findings of this study highlight six themes which are: Living in the water, Alone and isolated, I am struggling, Spirituality, Helpful healthcare professionals and Family and neighbours. The demands of caring and the mental health challenges that mothers of CWD experience have an impact on accessing PHC for their children. However, spirituality provides mothers with strength and together with caring healthcare professionals and family, these were identified as enablers to PHC access. Conclusion It is critical to also provide the mothers of CWD with optimal care together with their CWD, and the creation of a contextually relevant, multidimensional support system is important going forward to improve health outcomes for CWD.