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In the South African context, children with severe to profound intellectual disabilities are not accommodated in the compulsory education system, although steps are being taken in this direction in acknowledgement of their right to education. Critical to this development is the training of educators and caregivers. There is a paucity of studies from South Africa addressing the training of educators and caregivers. The Teacher Empowerment for Disability Inclusion (TEDI) project developed a course on the education and care of children with severe to profound intellectual disabilities to facilitate and empower teachers to provide quality education for these learners. This paper explores, through a qualitative analysis, the ways in which 30 participants attending this course developed professionally and personally. The findings show that there was personal as well as professional learning in the areas of disability approaches, collaboration, advocacy, self-care, and confidence. These findings are discussed and future implications are addressed. [ABSTRACT FROM AUTHOR]

Despite there being much research on the needs of students with more visible disabilities, this is not the case with students with invisible disabilities such as psychosocial disabilities – especially in university settings. The unique needs of students with psychosocial disabilities have received less attention with not much research in this area. This was a qualitative study interviewing 15 post graduate students, from two universities, with diagnosed psychological disabilities and who are being supervised by university staff members. Issues around this student-supervisor relationship were explored. Five themes – invisibility and illegitimacy of psychosocial disability, misconceptions, no special treatment, negative attitudes, and the question of boundaries were highlighted from the thematic analysis carried out from the transcribed interviews. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Background: The Including Disability in Education in Africa (IDEA) Research Unit at the University of Cape Town in South Africa was established in 2020 and focused on carrying out research studies in the field of disability and education in Africa and beyond. Objectives: The objective of this article was to introduce the research unit and highlight its vision, mission and objectives. Method: A general review of the research unit. Results: The IDEA Research Unit plays an important role in the research arena within South Africa and Africa when it comes to disability issues in education. Conclusion: More networking and collaboration should take place between the IDEA Research Unit and relevant stakeholders in the field of disability and education. [ABSTRACT FROM AUTHOR]

Despite there being much research on students with more visible disabilities, this is not the case with students with invisible disabilities such as psychosocial disabilities – especially in university postgraduate settings. Students with psychosocial disabilities have the decision to disclose their status to their research supervisors and this has implications on their relationship. This was a qualitative study interviewing 15 postgraduate students, from two universities in the Western Cape, South Africa, with diagnosed psychological disabilities and who are being supervised by university staff members. Issues of disclosure about their psychosocial disabilities were explored. Nine out of the 15 (60%) respondents disclosed their disability to their supervisor. Discussion of the responses of participants in terms of reasons for not disclosing, positive consequences of disclosing and negative consequences of disclosing are explored. It is argued that this complex issue needs to be addressed on three levels: individual, staff and university levels. The decision to disclose a mental illness is complex in that there are positive and negative consequences to disclosure depending on the context Disclosure issues need to be addressed on three levels - individual, staff and university. On the individual level it needs to be clear that individuals have a choice to disclose or not and that a one-size-fits all approach in disclosure is not applicable. On the staff level it is encouraged that coping skills of supervisors be developed while on the university level it is believed a cultural change to disability needs to be addressed. These research findings can begin to inform policy and initiate practical change in the supervision process of students with psychosocial disabilities [ABSTRACT FROM AUTHOR]

The living conditions studies (LCS) on disability are a survey method that has been used in a standardised manner across eight countries in southern Africa. This paper discusses an evaluation of the LCS that were carried out between 2000 and 2015. The methodology of this evaluation was a desk top study as well as interviews with relevant stakeholders from each of the countries. Results of the desk top study show an upward trend in citations for countries which have been cited in the literature, and that the scholarly as well as the grey literature reveal a clear trend that certain countries tend to dominate in uptake coverage. Results from the interviews generally show that the surveys were accepted by all countries in a positive and favourable light. Each country, with their unique context, has their own story. Recommendations based on the evaluation are discussed. [ABSTRACT FROM AUTHOR]

Purpose: Health should be a universal phenomenon. However, little is known about the relationship between disability status and health issues – particularly in rural areas. This study looks at health issues of persons with disabilities in Madwaleni, a rural impoverished area in South Africa in 2011, and compares them to persons with no disabilities. Materials and Methods: Standardized questionnaires were used in the survey to assess disability and health status. The sample comprised of 773 individuals – 322 persons with disability and 451 comparisons (without disability) – covering 527 households. Children under the age of five were excluded from the sample. We used purposive sampling. Results and Conclusion: This study found that persons with disabilities have poorer reported health outcomes than persons with no disabilities. There is also an association between disability severity and mental health issues as assessed by the GHQ-12. A significantly higher percentage of persons with disability did not get health care when needed. Persons with disabilities also have less favorable attitudes toward competence of health care workers. This study has shown greater health needs and less satisfaction with services, which strongly indicates insufficient access for persons with disabilities in a rural impoverished are within South Africa. Persons with disabilities in rural South Africa have poorer reported health outcomes. Persons with disabilities have less favorable attitudes towards competence of health care workers in rural South Africa. Better access to health care for persons with disabilities is needed in rural South Africa. [ABSTRACT FROM AUTHOR]

Background: Vulnerability in the past has sometimes been measured and understood in terms of checklists or common understanding. It is argued here that vulnerability is a more complex issue than this. Although checklists of vulnerable groups are important, they do not capture the essence and dynamics of vulnerability. Objective: The case of rural health vulnerability in South Africa is discussed to show that classifying people into vulnerable groups does not portray the complexity and intricacies of what it means to have vulnerability. We also wish to show that there are different kinds of vulnerabilities, and the difference between access vulnerability and illness vulnerability is highlighted. Methods: As part of a larger study, this case study is presented to show how vulnerability in a poor rural community in South Africa has to be understood in a contextual and dynamic manner as opposed to a static manner. Results: Family and social dynamics can influence health. For example, fractured families were seen as a vulnerable issue within the community, while being a person with a disability can lead to isolation and callous attitudes towards them. It is these family and social dynamics that lead proximally to vulnerability to ill health. Conclusions: A contextual approach can assist in giving a more layered understanding of vulnerability than a checklist approach can do. Interventions to change health cannot be addressed simply by medical means. Social conditions need to be changed, and part of changing social conditions is the process of assisting those who are isolated or experience themselves as vulnerable to reconnect with others in the community. Poverty leads to social exclusion; social and family inclusion may be key to well-being. [ABSTRACT FROM AUTHOR]

Background The global mental health movement has supplied ample evidence of treatment gaps for mental health care in low and middle-income countries. It is also clear that substantial progress has been made in developing an evidence base for innovative treatments which have been shown to work. It is only through rich and detailed understandings of local contexts and individual experiences that the challenges global mental health faces can be fully appreciated. Methods In this article, we use a single, qualitative case study from one context and of one family affected by mental disorder. This is to elucidate core issues which we regard as key to further developments in the global mental health agenda. Results Core issues are poor mental health literacy, transport and lack of outreach, limitations of formal health care, challenges at the interface with indigenous health care and lack of follow-up and rehabilitation. Conclusion We propose shifting the focus of mental health care from cure to promotion and prevention, using an interdisciplinary team of lay and trained health workers from the professional, folk and popular sectors. The challenges are complex, as this small study shows, but it is only by looking closely at local conditions that it is possible to develop interventions which are contextually appropriate and make optimal use of local resources. [ABSTRACT FROM PUBLISHER]

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]

In this paper, the current situation regarding rural mental health in South Africa is explored. The current status is presented, followed by an attempt to provide approaches and ideas to improve the situation in order to make it more context appropriate and relevant. Issues of staffing, task shifting or sharing, and formal vs informal health care systems are considered and discussed as possible future approaches to improve rural mental health care in South Africa. [ABSTRACT FROM AUTHOR]

There is international evidence that people with disabilities face barriers when accessing primary healthcare services and that there is inadequate information about effective interventions that work to improve the lives of people with disabilities, especially in low-income and middle-income countries. Poor rural residents generally experience barriers to accessing primary healthcare, and these problems are further exacerbated for people with disabilities. In this study, we explore the challenges faced by people with disabilities in accessing healthcare in Madwaleni, a poor rural Xhosa community in South Africa. Purposive sampling was done with 26 participants, using semi-structured interviews and content analysis to identify major themes. This study showed a number of barriers to healthcare for people with disabilities. These included practical barriers, including geographical and staffing issues, and attitudinal barriers. It is suggested that although there are practical barriers that need to be addressed, attitudinal barriers could potentially be addressed more easily and cost effectively. [ABSTRACT FROM AUTHOR]

Background: There are many factors that influence access to public health services, such as the context people live in, the existing health services, and personal, cultural and community factors. People with disabilities (activity limitations), through their experience of health services, may offer a particular understanding of the performance of the health services, thus exposing health system limitations more clearly than perhaps any other health service user. Aim: This article explores how activity limitations interact with factors related to context, systems, community and personal factors in accessing public health care services in South Africa. Setting: We present four case studies of people with disabilities from four low-resource diverse contexts in South Africa (rural, semi-rural, farming community and peri-urban) to highlight challenges of access to health services experienced by people with activity limitations in a variety of contexts. Methods: One case study of a person with disabilities was chosen from each study setting to build evidence using an intensive qualitative case study methodology to elucidate individual and household experiences of challenges experienced by people with activity limitations when attempting to access public health services. In-depth interviews were used to collect data, using an interview guide. The analysis was conducted in the form of a thematic analysis using the interview topics as a starting point. Results: First, these four case studies demonstrate that equitable access to health services for people with activity limitations is influenced by a complex interplay of a variety of factors for a single individual in a particular context. Secondly, that while problems with access to public health services are experienced by everyone, people with activity limitations are affected in particular ways making them particularly vulnerable in using public health services. Conclusion: The revitalisation of primary health care and the introduction of national health insurance by the Health Department of South Africa open a window of opportunity for policy makers and policy implementers to revisit and address the areas of access to public health services for people with activity limitations. [ABSTRACT FROM AUTHOR]

Disabled people have long been misrepresented through photography and freak shows. A key challenge in the representation of disabled people is not only how to avoid histories of exclusion and hiding, but also to present the lives of people with disabilities in an empathic rather than an othering manner. We asked disabled people from a rural village in South Africa about the potential negative effects and the benefits of having their photographs taken as part of data collection for a large project. All said that they would like to be photographed, but under conditions in which their dignity was not impugned. [ABSTRACT FROM AUTHOR]

The articles published in the South African Medical Journal between 1927 and 1975 were examined for the presence of psychological and psychiatric themes. Two hundred and seventy-seven articles and editorials were identified and analysed. The relative space allocated to issues psychological remained quite stable at low levels in the period under investigation. The following themes are discussed: psychopathology and treatment, psychoneuroses, psychology and physical disease, psychological testing, and psychology as an auxiliary to the medical profession. [ABSTRACT FROM AUTHOR]