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Access to clean and functional toilet is quintessential in meeting children's physiological and psychosocial needs in a learning environment. However, little is known on experiences of children's access to quality toilets while in preschool institutions within urban settings of sub-Saharan Africa countries. This paper draws from a study that explored experiences of vulnerable children in early childhood development education (ECDE) institutions in underserved and informal urban settings of Kenya and South Africa. 11 urban ECDE centres were purposively selected and 17 teachers were recruited as key informants. Data was collected using an adapted infrastructural checklist, observation and conversational interviews. Findings indicated that a majority of toilets in ECDE centres were inadequate, inappropriate, poorly maintained, or had structural weaknesses which affected children's experiences of access and use of the facilities. Scheduled toilet visits as a control measure and toilet avoidance potentially exposed them to psychosocial and health risks. Insights into children's toilet facilities, managing their access in institutions located within informal and low resourced areas, and investment policies that target preschool children' sanitary facilities are given. Suggestions are made for interventions for children's positive toilet experiences in poor urban areas. [ABSTRACT FROM AUTHOR]

Despite a sound policy framework, the right of learners with disabilities in South Africa to inclusive and equitable quality education is not being met. A key reason hindering the realisation of this right is that there are very few teacher education programs focused on supporting learners with disabilities. Acknowledging the urgency of teacher education, in this paper we draw on qualitative data from 109 teacher participants and 39 course facilitators of a series of disability inclusion-focused teacher education short courses in the Western Cape province of South Africa. Based on their experience of the courses, we consider how teachers can be empowered to meet the diverse needs of their learners within an inclusive framework. Findings highlight that professional and personal growth facilitated a more empathic understanding of learners and the opportunity to collaborate with others, enabling teachers to find creative ways of solving problems faced in their workplaces. To support teachers in meeting the needs of their learners, teacher training should facilitate active reflection on the role they play in shaping the lives of their learners, and prepare teachers to respond to challenges strategically, taking advantage of the resources available to them within and beyond their school environment. [ABSTRACT FROM AUTHOR]

Comprehensive sexuality education is seen as a key intervention to address the high HIV-incidence rate and low knowledge among young people in South Africa, yet this lacks inclusion of learners with disabilities. At the same time, educators of learners with disabilities experience cultural barriers and lack skills and knowledge on how to deliver sexuality education in accessible formats. In response, the Breaking the Silence approach, a curriculum implementation and disability-accommodating approach, was developed and tested. This paper presents findings from a formative evaluation using in-depth interviews with educators from eight “schools for learners with special educational needs”. The paper focuses on their experience with implementing the approach. The analysis used conventional content analysis and NVIVO software. Educators conceptualized sexuality education within a risk-protection discourse. They revealed that the training and tools enabled them to provide sexuality education in accessible formats, tackle difficult topics such as sexual orientation and masturbation, and improved awareness and assertiveness within their learners. Educators identified the need for further development including a whole school approach, adjustments to differentiating developmental stages and addressing gender-specific topics. Through its application within the South African mainstream Life Orientation curriculum, this approach lends itself for further development and testing through implementing the approach within a whole school setting and ongoing support that will not only drive change in educators’ skills and knowledge but also drive the needed shift in cultural norms and values. [ABSTRACT FROM AUTHOR]

Key-word-signing (KWS), an unaided augmentative and alternative communication (AAC) strategy, has an important role to play in the education system. To date, limited research exists regarding the use of unaided AAC strategies in the school environment, especially in low- and middle-income countries. To address this research gap, the current study aimed to explore the perceptions of South African teachers toward the use of KWS strategies in the educational context. The study used a descriptive paper-based survey comprised of both closed and open-ended questions that was completed by 101 special education teachers. The sample was drawn from 10 public and independent schools for learners with special education needs in five urban school districts within South Africa's Gauteng province. These schools accommodate students with a broad spectrum of disabilities and are likely to include learners with complex communication needs. The participants identified various factors and challenges that influenced the use of KWS within the education system (e.g., school culture, parents and other team members, community awareness, learner-related considerations, and training needs). These factors and challenges are assessed and discussed in relation to both local and international norms. Recommendations are made regarding expanding both an understanding and acceptance of unaided AAC strategies as a further means to support learning in the educational context. [ABSTRACT FROM AUTHOR]

This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses. [ABSTRACT FROM AUTHOR]

This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former 'Black' schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implies a gendered, heteronormative and moralistic approach to youth sexuality which silences and negates same sex relationships and girls' accounts of sexuality. Although LO sexuality curricula are, as crafted on paper, often sophisticated learning programmes, participants point to a disjuncture between the official LO sexuality education curriculum and how LO sexuality education is taught in the studied schools. The paper concludes with some specific recommendations for teachers to promote a non-judgemental approach to sexuality education that challenges heteronormativity and other gendered injustices as part of the teaching of LO sexuality education. [ABSTRACT FROM AUTHOR]

While disability scholars are increasingly exploring the experiences of disabled employees within the academe, there seemingly does not exist literature on this topic in South Africa. In this autoethnography, I make sense of my experiences as a visually impaired university lecturer. I dissect my continual performances of able-bodiedness – my efforts to conceal truths around my disability – despite a seemingly inclusive work environment. I discuss the psychological cost of these performances and, lastly, illustrate the importance of a creative, open and responsive attitude on the part of nondisabled colleagues and managers to help their disabled colleagues to become their true and authentic self. While literature on the experiences of Black academics is on the rise, very few studies investigate the experiences of disabled academics; Currently, there is no literature that tells the stories of disabled academics within South Africa; In this autoethnography, I narrate aspects of my experiences as an academic with a visual impairment; In this paper, I unravel my continual able-bodied performances within the academy and the cost thereof; Lastly, I discuss the importance of open and responsive relationships between managers and disabled academics. [ABSTRACT FROM AUTHOR]

Adolescents and youth with disabilities in South Africa still lack access to sexual and reproductive health and rights services including comprehensive sexuality education, which may increase their vulnerability to SRHR issues such as HIV and sexual violence. This is exacerbated for learners with intellectual disabilities whose educators often lack skills and tools to accommodate these learners in comprehensive sexuality education lessons. The following paper outlines the findings of a formative evaluation of an innovative sexuality training approach for educators of learners with diverse disabilities (Breaking the Silence approach). This approach was developed and piloted with educators across eight schools for learners with intellectual disabilities in KwaZulu-Natal, South Africa. The paper discusses the educators’ understanding and experiences of using this approach. The findings revealed that although educators were able to implement parts of the approach, contextual factors impacted the degree of implementation. These factors were related to perceptions of socio-cultural norms, interpersonal engagement with peers and management, the structural environment of school settings, and the wider community setting. Educators began to address cultural taboos related to talking about sexuality, but were challenged by untrained staff and the larger socio-cultural context, which includes a heighted risk of sexual violence against their learners. The paper concludes with recommendations for a further investigation of the approach within a whole school setting considering the needs of educators to not only acquire skills and knowledge but also to address their larger socio-cultural context in which they have to implement comprehensive sexuality education. [ABSTRACT FROM AUTHOR]

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This article reports on a study conducted to explore the barriers towards accessible quality higher education for students with disabilities (SwDs) in a South African Open Distance and e-Learning (ODeL) institution. The ultimate purpose of this study is to understand and shed light on the challenges that need to be addressed to improve the Unisa practices in a manner that would ensure accessible quality higher education for SwDs. As such, this study which is of a qualitative nature employed a single case study research design wherein nine interviews with lecturers from seven teaching colleges at Unisa are conducted. The findings reveal that, based on the perceptions of lecturers, quality higher education for SwDs at Unisa is hampered by lack of awareness and clear procedures to identify SwDs, inaccessible learning material for SwDs and lack of capacity by lecturers to support SwDs. While it is expected that this study may not culminate in recommendations for practice as a result of limitations posed by its design, it is anticipated that its logical ending points will serve to influence future practice. Nevertheless, it is recommended for future research in South African ODeL to focus on identifying best practices that can be adapted to enhance quality higher education for SwDs in relation to the above-mentioned challenges. [ABSTRACT FROM AUTHOR]

The mental health care environment is a stressful environment, especially among student nurses. The purpose of the study was to develop a model of emotional support for student nurses working in the mental health care environment. The objectives were set in two phases: Phase one -- identification of concepts; Phase two -- development of a model of emotional support for student nurses. A theory-generating design, based on a qualitative, explorative and descriptive research approach, was used to meet the aim of the study. Data was purposively collected from 40 nursing students using (n=6) focus group discussions and eight educators and nine clinical staff by way of semi-structured interviews. Data was analysed by means of Tesch's method of data analysis. The model was developed by means of the four steps of which the first two are discussed in this paper as step three and four will be discussed elsewhere. Step one is the concept development consisting of concept identification and concept definition. A total of 22 concepts were identified, which were synthesised into six main concepts, namely, positive self-concept, positive work environment, academic and professional development, effective communication, formal and informal supportive interventions, and collaboration between the higher education institution and the mental health care setting. Step two is the model development during which the main concepts were placed in relation to one another, which formed an emotional support model for students working in mental health care settings. This paper gives an account of the methodological processes that were utilised to meet the aim and objectives of the study. [ABSTRACT FROM AUTHOR]

Literature shows that learners with disabilities lack access to sexuality education in Africa and are therefore at increased risk of sexual abuse and exploitation as well as exposure to HIV. Teachers in special schools struggle to provide sexuality education to learners with disabilities. However, the challenges and how they are shaped by the teachers' knowledge, attitudes and practice in regards to the subject are little understood. This paper reports on the process of developing, culturally validating and piloting a questionnaire that assesses the teachers' knowledge, attitude and teaching practices. The questionnaire validation used the cultural equivalence testing framework from Stevelink and van Brakel testing for conceptual, item, semantic, operational and measurement equivalence using expert advice, literature, a sensitivity questionnaire and focus group discussions. The validation process provided crucial pointers toward improving and culturally adjusting scales. This has developed a robust tool with the exception of the knowledge scales. In the further process the latter will be refined and adjusted. This tool helps to identify teachers' challenges around sexuality education and has informed the development of a curriculum innovation and toolkit that supports teachers to effectively deliver sexuality education to learners with disabilities. [ABSTRACT FROM AUTHOR]

Background This paper reports part of the findings of a study which exposed sexual violence in schools for learners with mild intellectual disability in South Africa. Special attention was paid on factors contributing to such a problem. Methods Data were collected using focus groups and individual interviews with 16 learners with mild intellectual disability at two special schools in South Africa. This was followed by individual interviews with the school nurse and social worker, and an analysis of schools' books of incidents. Results Factors contributing to sexual violence at schools for learners with mild intellectual disability included: (i) peer pressure, (ii) concealment of reported incidents of sexual violence, (iii) unsupervised areas linked to schools and (iv) arranged relationships. Conclusion The following suggestions are put forth: (i) awareness programmes, (ii) sensitization of teachers about the consequences and prevention of sexual violence, (iii) boundaries within which the arranged relationship occurs, (iv) intensification of sexuality education and (v) supervision around the school premises. [ABSTRACT FROM AUTHOR]

Aims This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. Background No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. Design A descriptive, cross-country, comparative design was employed. Methods Data were collected from 2007-2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-mails quality of nursing doctoral education was evaluated using four domains: Programme, Faculty (referring to academic staff), Resource and Evaluation. Descriptive statistics, correlational and ordinal logistic regression were employed. Results A total of 105 deans/schools, 414 faculty and 1149 students/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Conclusions Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve. [ABSTRACT FROM AUTHOR]

The Strengths and Difficulties Questionnaire (SDQ) is an internationally recognized tool. This study aims to evaluate the cultural and contextual acceptability, and potential uses of the SDQ amongst Sesotho learners in South Africa. This paper uses reports from ten teachers based on their experience of using the SDQ. Teachers found the SDQ contextually relevant and easy to administer. They felt it assisted them in understanding the challenges learners were facing and to develop better relationships with them. Very few concerns were raised. The lack of referral options for affected learners and their own lack of appropriate skills generated frustration. [ABSTRACT FROM AUTHOR]

Despite several studies on learner-to-teacher workplace violence and harassment, the problem persists in some South African schools. Learner-to-teacher violence and harassment is a form of workplace violence and harassment, as schools are workplaces for teachers. Learner-to-teacher violence and harassment is therefore an important occupational health and safety issue for teachers. Employers are obliged to provide a safe working environment for teachers to enable quality teaching and learning in schools. The purpose of this interpretative phenomenological study was to explore and describe the lived experiences of high school teachers who have been targets of workplace violence and harassment perpetrated by learners at selected schools in Limpopo Province of South Africa. Many teachers were willing to share their lived experiences but, due to data saturation, only eleven participated after being selected through purposive sampling from seven high schools under a chosen sub-district. The research ethics of voluntary participation, informed consent, ethical clearance, and gatekeeper permission were observed. Data were collected through semi-structured interviews using an interview guide. The interviews were audio-taped, and field notes were also taken. Voice recordings were transcribed verbatim and analysed using interpretative phenomenological analysis into themes and sub-themes. The findings were confirmed by an independent coder to achieve trustworthiness. Teachers experienced physical workplace violence and harassment, verbal workplace violence and harassment, and nonverbal workplace violence and harassment from learners. Learner-to-teacher workplace violence and harassment affects teachers emotionally, and in turn, affects the quality of teaching and learning in schools. Some teachers propose the involvement of a community policing forum, the strengthening of schools' governing bodies, and reducing overcrowding in classrooms as possible solutions to deal with learner-to-teacher workplace violence and harassment. [ABSTRACT FROM AUTHOR]

In Eswatini (formerly Swaziland), the increasing number of orphans and vulnerable children due to HIV/AIDS has spurred demand for psychosocial support services. When the Ministry of Education and Training assumed responsibility for delivering psychosocial support, educators were burdened with the additional role of looking after orphans and vulnerable learners. This exploratory, sequential, mixed-methods study was employed to analyse factors that enhance the provision of psychosocial support services and the perceptions of educators towards psychosocial support delivery. The qualitative study phase entailed 16 in-depth interviews with multi-sectoral psychosocial support specialists and seven focus group discussions with orphans and vulnerable learners. In the quantitative study phase, 296 educators were surveyed. Thematic analysis was used for the qualitative data, and the quantitative data was analysed using Statistical Package for the Social Sciences version 25 software. The findings reveal problems associated with psychosocial support service delivery at strategy, policy and operational levels. The results indicate that orphans and vulnerable children are offered material support (e.g. food and sanitary pads) and spiritual support, but were rarely referred for social and psychological needs. There were no proper counselling facilities and not all teachers received relevant training in children's psychosocial needs. Training of educators in specific psychosocial support areas was considered significant to enhance service delivery and the psychosocial well-being of the learners. Overall, accountability was difficult to establish because the administration of psychosocial support is split among the Ministry of Education and Training, the Deputy Prime Minister's office and Tinkhundla administration. There is unequal distribution of qualified early childhood development teachers to cater for early childhood educational needs. [ABSTRACT FROM AUTHOR]

Background: The impact of school closures due to COVID-19 raised widespread concerns about children's health and well-being. We examine the impact on the sexual health needs of learners in the context of COVID-19 related lockdowns in rural KwaZulu-Natal, South Africa. Methods: In july-November 2020 and August-November 2021 we conducted 24 in-depth interviews and 8 group discussions with teachers and learners from 4 schools, community members and key education stakeholders. All interviews were conducted by telephone. We used a thematic analysis approach and Nvivo 12 software to manage the data. Results: Four main themes related to the COVID-19 pandemic emerged from the data: the sexual and reproductive health (SRH) of learners in the lead-up to the pandemic; the impact of COVID-19 on learners' SRH and wellbeing; the opportunities schools provided to support sexual well-being of learners during the pandemic; and the role of schools in supporting SRH for learners during the pandemic. Learners and stakeholders reported that the SRH of young people was affected by alcohol misuse, poor SRH knowledge and few pathways to link learners with services. Stakeholders working with schools reported that a lack of access to biomedical interventions (e.g., contraception) increased learner pregnancies. Gender-based violence in learners' households was reported to have increased during the COVID-19 pandemic related to loss of income. School closures disrupted the provision of a safe space to provide SRH and HIV-education through Life Orientation lessons and school nurse talks. This loss of a safe space also left learners vulnerable to sexual and physical violence. However, once schools re-opened, daily COVID-19 screening in schools provided the opportunity to identify and support vulnerable children who had other social needs (food and uniforms). Conclusion: The COVID-19 pandemic may have increased SRH needs and vulnerability of school-going children in a high HIV-burden rural setting. School shutdowns reduced the opportunity for schools to provide a vital safe space and information to enhance SRH for adolescents. Schools play a vital health promotion and social protection role. [ABSTRACT FROM AUTHOR]

The adoption of a competency-based curriculum has necessitated the shift of simulation-based education to the centre stage rather than being an add-on in the nursing education programme. Since the adoption of a competency-based nursing curriculum in Lesotho in 2014, simulation-based learning has been one of the policy areas and is implemented in all private nursing education institutions. The purpose of this study was to explore and describe nurse educators' views on the implementation of simulation-based education by nursing education institutions in Lesotho. A qualitative study, guided by the grounded theory approach, was conducted in the four private nursing education institutions in Lesotho. Participants, who included nurse educators (24), were purposively selected. Focused group discussions were used to collect data, and theoretical sampling was also employed as one of the sampling methods. Data were collected from 25 August 2020 to 5 January 2021. The data were analysed following Corbin and Strauss's grounded theory approach, which includes open and axial coding. Three categories emerged: 1) learning resources; 2) learning environment; and 3) views on the delivery of simulation-based education. Participants expressed various views on teaching and learning resources that are used for simulation teaching, how learning is structured in the simulation laboratories to suit their context and diverse positive and negative views on the delivery of simulation-based education. Limited numbers of high-fidelity mannikins and simulation equipment do not prevent institutions from implementing simulation-based education. Before student placement in the real clinical setting, in order to bridge the theory-practice gap, students are placed in the simulation laboratory. [ABSTRACT FROM AUTHOR]

Literature argues that people with disabilities have heightened risk of exposure to sexually transmitted infections, including HIV due to lack of HIV knowledge, access to health services, and increased risk of sexual abuse and poverty. People with disabilities lack access to sexuality education. Teachers should be at the forefront to address this; however there is little understanding of the knowledge, attitudes, practices and needs of teachers of learners with disabilities in regards to sexuality/HIV education in Africa. A pilot study was conducted in ten special schools (eight urban, two rural) representing four types of disabilities in South Africa. Data was collected from 99 teachers using scales investigating beliefs and practice in teaching sexuality education, perceived subjective norms, self-efficacy, and materials/professional preparation. Frequencies, means, standard deviations and Cronbach's alphas were calculated for all scales. The data shows that overall teachers have positive attitudes towards teaching all elements of comprehensive sexuality education. However, they find it easier to discuss 'soft topics' around relationships and personal skills (e.g., hygiene) than to talk about sexual behavior and functions. Teachers expressed confidence in their ability to teach sexuality education but indicated that their professional preparation and materials are not adequate to provide accessible sexuality education to their learners. The study highlights the need to develop appropriate materials and to build teachers' capacity to deliver sexuality and HIV education to learners with disabilities. [ABSTRACT FROM AUTHOR]

Despite policy on adolescent sexual and reproductive health (SRH) services and education, teen pregnancies remain common in South Africa. Social norms and cultural resistance are a well-documented challenge for SRH program implementation in South Africa, and beyond. To gain insight on the complex picture of adolescents' access to SRH information and services in a peri-urban township, we explored this topic from a diversity of perspectives, carrying out 86 interviews to capture perceptions of adolescents, their parents, community members, and health professionals. Our research shows that despite the taboo nature of the issue of adolescent SRH, individual positions on adolescent access to SRH services and information are shifting and diverse, and are influenced by factors other than cultural norms. This research serves as a reminder to avoid simplistic reference to "culture" as a way of explaining health-related behaviors and people's responses to health challenges. [ABSTRACT FROM AUTHOR]

The Integrated Management of Childhood Illness Computerised Adaptation and Training Tool (ICATT) is an emergent training tool for improving the efficiency of the Integrated Management of Childhood Illness (IMCI) case management training in an in-service or pre-service context. This article reports on a study that explored nursing campuses' readiness to use ICATT. A qualitative, exploratory, descriptive design was employed at 10 nursing campuses in KwaZulu-Natal (KZN), South Africa. Campus principals, nurse educators and learners were purposively sampled. The inclusion criteria were: for the campus principals - their willingness to participate; for the nurse educators - having received and facilitated IMCI case management training; and for the learners - being either second or third year trainees in the R425 training programme. In-depth semi-structured interviews were conducted to collect data from the seven campus principals, while eight focus group discussions (FGDs) were held with the nurse educators and learners. The interviews were audio-taped and transcribed verbatim. Data analysis was conducted manually, and trustworthiness was ensured. The determinants identified were: a positive attitude; enablers for ICATT implementation; and barriers to ICATT implementation. However, the barriers could have an impact on the adoption of an electronic tool for IMCI case management training. Recommendations include developing the infrastructure at nursing campuses; offering nurse educators training on the implementation of ICATT for teaching; and developing the learners' computer skills. Nurse educators may use ICATT effectively in teaching IMCI case management, while also stimulating independent learning and creativity for the learners involved. [ABSTRACT FROM AUTHOR]

This article aims to accentuate the value of reflective practices in the lived experiences and professional development of a teacher educator and a nursing educator at a higher education institution in South Africa. Reflective practice promotes the continuous (re)creation of local knowledge through a critical reflection on beliefs, assumptions, experiences and practices in order to identify successful strategies for teaching practice, reflect upon challenges, adapt, and evolve their practice. Reflective practice encapsulates a process of continuous learning and growth that not only resonates with pedagogical and methodological viewpoints and also ontological and epistemological situatedness and is at the same time aligned with national and institutional aims and requirements. In this self-study project based on LaBoskey's five characteristics of self-study, educators in higher education become both the researcher and the researched and the emphasis of the research is on the self as a theorist, researcher and practitioner. The authors explore and elucidate their journey of discovery towards the various dimensions of their reflective practice through a critical evaluation of their teaching and learning theory and of their teaching and assessment strategies. Both authors have been awarded institutional teaching excellence awards. This article contributes to their joint discourse on higher education as well as their conceptualization of their respective scholarships of teaching and learning. [ABSTRACT FROM AUTHOR]

Using the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers' discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious – requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers' and pupils' questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education. [ABSTRACT FROM AUTHOR]

Over the past two decades, comprehensive sexuality education has increasingly been recognised as a measure that positively impacts on the sexual behaviour of young people in Africa. Despite this, and a political call to scale-up the use of comprehensive sexuality education in schools in South Africa, learners with disabilities continue to be left behind. Besides contending with negative hegemonic constructs of disabled sexualities, educators of learners with disabilities lack skills and resources to teach sexuality in accessible formats. Based on this premise, a comprehensive sexuality education approach - Breaking the Silence - was developed and piloted to assist educators of learners with disabilities to provide access to comprehensive sexuality education in KwaZulu-Natal, South Africa. This article presents results from the formative evaluation of this pilot work and discusses educators' perceptions of their learners with intellectual disabilities' sexual knowledge, agency and behaviour after implementing the approach. Although educators appeared to situate learners with intellectual disabilities as sexual agents, their implementation of the approach was dependent on the cognitive ability of learners, and discourses of culture, gender and protection from violence. [ABSTRACT FROM AUTHOR]

Although the provision of assistive technology for students with disabilities has been mandated in South African education policy documents, limited data are available on the implementation of aided augmentative and alternative communication (AAC) in classrooms. This pilot investigation used a concurrent mixed-methods survey design to determine the extent to which aided AAC was implemented to foster students’ expressive communication in preschool to Grade 3 classrooms in special schools from six urban school districts in the Gauteng (the smallest, most affluent and most densely populated of the nine South African provinces), and also obtained teachers’ perceptions of this process. A total of 26 teachers who taught students who used aided AAC for expression participated. Although there is evidence of provision and also implementation of aided AAC in classrooms, various limitations still exist. Teachers identified an array of factors that influenced the implementation of aided AAC, including those related to themselves, the classroom context, the characteristics of aided AAC, students using AAC, and other stakeholders. These factors are discussed in the light of international literature as well as the local context, and are used as a basis to suggest a research agenda for AAC in the South African education system. [ABSTRACT FROM PUBLISHER]

South African social work education changed from norm-based to outcomes-based education soon after the first democratic government came into power in 1994 and a new Bachelor of Social Work has been in existence since 2007. The article argues in support of deep learning principles and presents narrative constructions from two differently advantaged departments of social work, illustrating how lecturers and students there have adapted to outcomes-based education. Conclusions indicate that statutory requirements and institutional pressures militate against the development of deep learning. The urgency to incorporate transformative learning in meeting professional standards is placed in the international context. [ABSTRACT FROM AUTHOR]

While conducting a qualitative study on the e-learning needs of students with disabilities at a South African university, the responses from some of the lecturers indicated that they distanced themselves from the responsibility of providing learner support to students with disabilities. These participants displayed a lack of involvement with the students and tended to transfer their responsibilities to support services on campus, such as the Unit for Students with Disabilities. In essence, this means that the creation of an inclusive learning environment at this campus remains elusive, thus frustrating the learning of students with disabilities in particular. Although the necessity of institutional policies is not refuted, we argue that personal responsibility is essential in bringing about inclusive campuses. Factors contributing to the shifting of responsibility will consequently be explored and ways in which lecturers can be supported to provide enriching learning experiences for all students will be suggested. [ABSTRACT FROM AUTHOR]

The article presents the conversation between the South African psychology feminist scholars Puleng Segalo and Peace Kiguwa regarding the examination of gender issues in psychology literature. Topics include the relevance of the reflections during the historical period, the space for the critical engagement offered by mainstream psychology, and the challenges involving feminism and psychology.