Research Articles (Centre for Augmentative and Alternative Communication (CAAC))

Permanent URI for this collectionhttp://hdl.handle.net/2263/1685

Browse

Now showing 1 - 20 of 213

A systematic review of longitudinal trajectories of mental health problems in children with neurodevelopmental disabilities
(Springer, 2024-04) Danielsson, Henrik; Imms, Christine; Ivarsson, Magnus; Almqvist, Lena; Lundqvist, Lars‑Olov; King, Gillian; Lyngback, Liz Adams; Andersson, Anna Karin; Arnell, Susann; Arvidsson, Patrik; Augustine, Lilly; Brooks, Rob; Eldh, Maria; Engde, Lisa; Engkvist, Helena; Berglund, Ingalill Gimbler; Green, Dido; Huus, Karina; Karlsson, Charlotte; Lygnegard, Frida; Sjodin, Linda; Granlund, Mats
To review the longitudinal trajectories – and the factors influencing their development – of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities.
Cavernous hemangioma with right vestibulopathy : a case report illustrating multidisciplinary clinical decision-making in vestibular diagnostics
(Elmer Press, 2024-11) Naude, Alida; Brown, Lisa; Kanji, Amisha
This paper describes a case study of a 56-year-old male patient with a small cavernous hemangioma and concurrent peripheral vestibular symptoms, initially thought to warrant neurosurgical intervention. A structured, multidisciplinary approach involving audiology, ear, nose and throat, and physiotherapy revealed that peripheral vestibular dysfunction, rather than the central lesion, was the primary cause of symptoms. The report illustrates the diagnostic utility of video head impulse testing (vHIT), caloric testing, and vestibular evoked myogenic potentials (VEMPs) in differentiating central and peripheral vestibular dysfunction, leading to a nonsurgical treatment plan. The case underscores the importance of multidisciplinary collaboration in preventing unnecessary interventions and highlights an effective clinical decision-making framework for similar cases.
Perceived activity competence and participation in everyday activities of children with and without neurodevelopmental disorders
(Taylor and Francis, 2025) Kang, Lin-Ju; Granlund, Mats; Huus, Karina; Dada, Shakila
AIM : To compare children with and without neurodevelopmental disorders (NDD) in self-rated activity competence, participation, and the associations between activity competence and participation. METHODS : This cross-sectional study included 126 children with NDD and 115 without NDD, aged 6–12 years, who completed interviews with the Perceived Efficacy and Goal Setting System (PEGS) and Picture My Participation (PmP). Independent t-tests or Mann–Whitney U tests examined group differences in the PEGS and PmP scores. Correlation and regression analyses examined associations between the PEGS and PmP scores. RESULTS : Children with NDD perceived lower physical competence than children without NDD, particularly in self-care (d = 0.80) and leisure (d = 0.66). The two groups did not differ in participation. Both groups demonstrated significant correlations between perceived activity competence and attendance (r = 0.21–0.49) and involvement (r = 0.19–0.53); significantly lower correlations were observed in children with NDD than those without (d = 0.22–0.28). Perceived activity competence significantly influenced attendance (β = 0.365) and involvement (β = 0.391). CONCLUSIONS : Children with NDD perceived less competency than peers without NDD. Children’s perceived activity competence is correlated bi-directionally with perceived participation. Clinicians can support competence to promote participation, or by supporting participation, the competence can be enhanced.
Promoting autonomy and employment of individuals with intellectual disability : the role of universities
(Center for Disability Services, 2024-10) Morcillo, Juana; Bornman, Juan
A positive correlation exists between having a university degree and being employed. The opportunity to earn a university degree, however, is challenging for students with intellectual disability, as universities are typically not adapted to their unique higher education needs. This negatively impacts those students’ employment opportunities and, consequently, also their autonomy because employment is often a driver of important life decisions. In response, the University of Castilla- La Mancha in Spain embarked on a program, ‘Incluye e Inserta UCLM’ (‘Inclusion and Labour Insertion at UCLM’), to accommodate students with intellectual disabilities by implementing an accessible university qualification for them. Universities are knowledge-generating centers and should also fulfill a social function. To do so, universities must be in contact with society to determine societal needs and provide some solutions. The abovementioned socially responsive university program offers students with intellectual disabilities a unique opportunity to fulfill their academic and personal growth.
Using the ICF to guide inclusion in the African educational context : a scoping review
(MDPI, 2024-12) Naudé, Alida Maryna; Kang, Lin-Ju; Moretti, Marta; Rocha, André de Souza; Maxwell, Gregor R.D.; Bornman, Juan
While the International Classification of Functioning, Disability, and Health (ICF) has significantly contributed to educational research supporting inclusive initiatives worldwide, its application in special education contexts across the African continent remains unclear. This study aims to explore how the ICF is currently used in the field of education in Africa, with an emphasis on children with disabilities, although not restricted to this group. The Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) diagram shows that the 11 African-specific databases that were searched yielded 256 records. These records were uploaded to Rayyan, an online collaborative review platform. First, 158 duplicates were removed. Following title and abstract level screening, six records were eligible at full-text level, of which four were excluded, as they focused on the health context. The findings from the remaining two studies were compared and discussed in terms of similarities and differences. Both articles addressed the interactive nature between an individual’s activities and participation and environmental factors, agreeing on the importance of addressing societal barriers to inclusion. The use of the ICF in educational settings across Africa is still scarce, thus requiring strategies that could drive inclusive education for children with disabilities on the African continent.
Augmentative and alternative communication for individuals with post-stroke aphasia : perspectives of South African speech-language pathologists
(Taylor and Francis, 2025) Odendaal, Inge; Tonsing, Kerstin Monika; kerstin.tonsing@up.ac.za
This qualitative study aimed to describe speech-language pathologists’ (SLPs’) perspectives on augmentative and alternative communication (AAC) use for people with post-stroke aphasia focusing on: (a) current AAC practice, (b) factors that influence the use of AAC, and (c) the success and relevance of AAC interventions. Semi-structured interviews took place with ten South African SLPs with experience in aphasia intervention. The transcribed interviews were thematically analyzed using a six-phase process of inductive and deductive analysis within a phenomenological framework. All the participants use AAC with their clients, employing a variety of approaches that reflect their diverse settings, experiences, and perspectives on AAC. AAC use is complex, and SLPs make conscious choices considering multiple factors. Barriers to use were often associated with limited resources in the low- and middleincome country (LMIC) context, but most participants retained a positive view of AAC, actively working to circumvent barriers to use. Participants consistently emphasized the vital role of partners in communication interactions, linked to the importance of defining AAC broadly. It is necessary to advance the integration of AAC into rehabilitation plans to improve communication and social participation outcomes for people with post-stroke aphasia, especially in LMICs such as South Africa.
Stuck in old ways : towards transdisciplinary training for healthcare professionals in early intervention
(Academy of Science of South Africa, 2024-11) Samuels, Alecia E.; alecia.samuels@up.ac.za
SIGNIFICANCE : South Africa has a serious shortage of healthcare professionals trained to provide early intervention services for young children with disabilities, especially in the public healthcare sector, accessed by the majority of the South African population. A transdisciplinary approach which requires healthcare professionals to work across and outside their disciplinary boundaries is recommended, but few healthcare professionals in South Africa are trained in this manner. A need exists, therefore, to transform the training of healthcare professionals to ensure that more children with disabilities can receive early intervention services.
The effect of AAC training programs on professionals’ knowledge, skills and self-efficacy in AAC : a scoping review
(Taylor and Francis, 2024-08-07) Flores, Cathy; Dada, Shakila
Since effective and successful AAC service delivery relies on the knowledge and competence of professionals in the field of AAC, sufficient training in AAC will equip professionals to provide quality AAC service delivery. However, many professionals lack training in AAC and structured opportunities for professional development are sorely needed. As there is no consensus on the amount, mode of delivery and content of AAC training, the purpose of this scoping review was to identify AAC training programs for professional development and to describe the characteristics and effects of such programs. A five-pronged search strategy was used to identify relevant studies. The certainty framework was used to appraise the quality of included studies. Charted data included general study characteristics; participant characteristics; training characteristics (i.e., training goals; instructional materials and strategies; training duration); quality appraisal; and reported effects of the training. The scoping review identified 34 studies for inclusion. The results showed the potential of AAC training programs for continuous professional development to increase professionals’ skills in AAC intervention. A range of training characteristics was identified to guide the development of future training programs. Gaps in the research related to the training of AAC professionals were also identified to guide future research.
Use of an intelligent tutoring system for a curriculum on augmentative and alternative communication : feasibility for implementation
(Wiley, 2024-11) Dada, Shakila; Flores, Cathy; Bastable, Kirsty; Tonsing, Kerstin Monika; Samuels, Alecia E.; Mukhopadhyay, Sourav; Isanda, Beatrice; Bampoe, Josephine Ohenewa; Stemela-Zali, Unati; Karim, Saira Banu; Moodley, Legini; May, Adele; Morwane, Refilwe E.; Smith, Katherine; Mothapo, Rahab; Mohuba, Mavis; Casey, Maureen; Laher, Zakiyya; Mtungwa, Nothando; Moore, Robyn; shakila.dada@up.ac.za
BACKGROUND : Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech–language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent-wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC. AIM : To determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC. METHOD AND PROCEDURES : The study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre- and post-test design with 98 speech–language therapy and special education students from five universities. OUTCOMES AND RESULTS : Statistically significant differences were obtained between pre- and post-test assessments. Students perceived the learning experience as practical, with rich content. CONCLUSIONS AND IMPLICATIONS : The findings suggest that the ITS-based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required. WHAT THIS PAPER ADDS WHAT IS ALREADY KNOWN ON THE SUBJECT : Professionals typically lack formal training in AAC. In Africa, this presents a serious challenge as there are over 8 million children who are candidates for AAC. A need for an introductory training course on AAC, which can be accessed by university students continent-wide, was identified. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE : An AAC curriculum was developed and integrated into an ITS, an online programme allowing interactive learning through asynchronous teaching. Students from four African countries completed the AAC ITS curriculum. The curriculum was positively received by the students and statistically significant changes in knowledge were identified. WHAT ARE THE PRACTICAL AND CLINICAL IMPLICATIONSOF THIS WORK? This feasibility study shows that the use of an ITS is an effective means of providing AAC training to university students in these African countries. The results provide a valuable contribution toward ensuring the equitable distribution of AAC training opportunities in the African context. This will have a significant positive impact on those who are candidates for AAC.
Augmentative and alternative communication training : the effect on perceptions of special school teachers
(Education Association of South Africa, 2024-08) Ngcobo, Bathobile Charity; Bornman, Juan
Augmentative and alternative communication (AAC) strategies benefit learners with complex communication needs (CCN) by allowing them to participate, interact and learn. AAC is realised in the South African Education policy; however, research indicates that many teachers still have limited AAC knowledge. With this study we aimed to describe the effect of a newly developed evidence-based AAC training programme on special school teachers’ perceptions of their own abilities related to teaching learners with CCN as well as their perceptions of the general academic, communication, and classroom interaction skills of learners with CCN and finally the teachers’ perceptions of the inclusion of learners with CCN. A quasi-experimental pre-test-post-test group design with a non-randomised control group was used, employing a standardised measuring instrument, with 5 subscales, namely the modified teachers attitude scale (MTAS). The sample size included 58 teachers who participated: 6 in the pilot, 34 in the experimental and 18 in the control group. The brief AAC training session of 4 hours had a positive, statistically significant effect on several items on the subscales measuring teachers’ perceptions of their abilities related to teaching learners with CCN, as well as their perceptions of the communication of learners with CCN, classroom interaction skills, and teachers’ perceptions on the inclusion of learners with CCN. AAC training is recommended for special school teachers to enhance their own knowledge and to enhance the academic and social skills of learners with CCN. Furthermore, future studies are recommended to determine the prevalence of learners with CCN to influence the planning of services for this population in this context.
Relationships between psychological distress and affective, behavioral, and cognitive experiences of stuttering
(American Speech Language Hearing Association, 2024-01) Panzarino, Randy; Vanryckeghem, Martine; Bedwell, Jeffrey S.; Wendt, Oliver
PURPOSE : People who stutter (PWS) are vulnerable to the development of various psychopathological symptoms, although prevalence data are mixed and less clarity exists about factors that potentially influence their occurrence. The current study sought to shed light on the prevalence of self-reported psychopathology in PWS and aimed to identify relationships between affective, behavioral, and cognitive (ABC) experiences of stuttering and psychological distress (PD). METHOD : Forty-four PWS were administered the Behavior Assessment Battery (BAB) for Adults who Stutter and the Brief Symptom Inventory-18. The prevalence of clinically significant PD was calculated via BSI-18 global severity index t-score cutoffs. Regression analyses examined relationships between ABC variables of stuttering and PD. RESULTS : Participants' BAB scores approximated normative values, while the PD score distribution was similar to that of a nonclinical sample. Nine percent of participants met thresholds for clinically significant PD. All ABC correlates of stuttering significantly and positively correlated with PD scores, capturing considerable amounts of shared variance. CONCLUSIONS : Levels of PD in PWS approximate those of the general community, highlighting the existence of psychologically distressed subgroups of PWS. Speech situation-specific anxiety had the strongest relationship to PD, followed closely by one's report of situation-specific speech disruption. To a lesser but still significant extent, PWS' frequency to which they engage in various avoidance/escape behaviors, as well as their communication attitude, predicted levels of psychopathology. These data inform diagnostic and clinical decision making, drawing attention to factors that should be attended to in treatment.
Accommodating persons with communication disabilities in court : perspectives of law students
(AOSIS, 2024-07) Bornman, Juan; Msipa, Dianah
BACKGROUND: Individuals with communication disabilities encounter obstacles in attaining equal access to justice compared to others. Despite experiencing widespread violence and abuse, they come across as challenges in seeking remedies through the legal system. One barrier is the lack of awareness among legal practitioners regarding suitable accommodations that would facilitate effective participation in court for individuals with communication disabilities. OBJECTIVES: This study explores the awareness of final-year law students concerning court accommodations available for individuals with communication disabilities, allowing them to testify in a South African court. The findings can serve as inspiration for expanding the current curriculum for law students. METHOD: This qualitative study used a modified six-step nominal group technique whereby participants (six law students identified through snowball sampling) generated, discussed and reached a consensus on accommodations needed by individuals with communication disabilities, enabling them to provide testimony in court. Data were analysed using thematic analysis principles. RESULTS: The study found that although participants had not received any instruction on disability rights, access to justice or court accommodations during their legal training at the undergraduate level, they were able to perceive and learn about four main types of court accommodations for persons with communication disabilities to enable their testimony. CONCLUSION: Final-year law students are aware of court accommodations despite not having received formal instruction in disability law. CONTRIBUTION: The inclusion of disability rights and court accommodations is recommended at the undergraduate level to ensure that when in practice, lawyers have knowledge on ensuring access to justice for persons with communication disabilities.
Identifying components of a person-centered augmentative and alternative communication intervention for people with dementia : opinions of an international expert panel
(American Speech-Language-Hearing Association, 2024-07) May, Adele; Dada, Shakila; Murray, Janice
PURPOSE : Despite general agreement on the importance of person-centered care in speech-language pathology, guidelines for developing person-centered interventions for those with dementia are limited. This study aimed to obtain expert opinion on the components of a person-centered augmentative and alternative communication (AAC) intervention for persons with dementia. METHOD : A modified electronic Delphi technique was employed in a single round. A purposively sampled panel of experts was invited to provide their opinion on three open-ended questions related to (a) the elements of person-centered care, (b) communication supports, and (c) the interaction outcomes of a person-centered intervention. Thirty-one experts from nine countries participated on the panel. The majority were speech-language pathologists primarily involved in research. Qualitative written data were coded and analyzed using content analysis. RESULTS : Nine components were identified across the three open-ended questions: (a) the unique characteristics of the person with dementia, (b) working with a person with dementia, (c) preserving personhood, (d) a different view on person-centered care, (e) a range of communication supports, (f) supportive conversational partners, (g) designing communication supports, (h) interaction outcome measure, and (i) meaningful interaction outcomes. CONCLUSION : This study identified nine components that are useful in guiding speech-language pathologists in crafting future person-centered AAC interventions for people with dementia.
Describing the spoken language skills of typically developing Afrikaans-speaking children using language sample analysis : a pilot study
(American Speech-Language-Hearing Association, 2023-04) Liebenberg, Petria; Van der Linde, Jeannie; Schimper, Isabella; De Wet, Febe; Graham, Marien Alet; Bornman, Juan; jeannie.vanderlinde@up.ac.za
PURPOSE : Language sample analysis is widely regarded as the gold standard of language assessment. However, the uncertainty regarding the optimal length of sample and the limited availability of developmental language data for nonmainstream languages such as Afrikaans complicate reliable use of the method. The study aimed to provide guidelines on representative length of sample and concurrently provide a preliminary description of the spoken language skills of Afrikaans-speaking children. METHOD : The study involved 30 typically developing Afrikaans-speaking children aged between 3;6 and 9;6 (years;months). A descriptive research design was used to transcribe and analyze 1-hr interactions collected in natural environments of participants who were recruited using referral sampling. Video and audio recordings of the samples were transcribed using adapted Sampling Utterances and Grammatical Analysis Revised analysis procedures. RESULTS : Results indicated that mean length of utterance in words per minute, number of different words per minute, and total number of words per minute stabilized at 30 min and no significant differences were found between 30 min and longer time segments. Morphology results concur with existing developmental findings in Afrikaans. Lexical diversity results correlated with the findings of the lexical specificity and accuracy in the Prutting and Kirchner Pragmatic Protocol (Prutting & Kirchner, 1987). The developmental trajectories for pragmatic and phonological development were consistent with existing guidelines. CONCLUSIONS : The study concluded that a 30-min interaction segment provides a representative language sample for Afrikaans-speaking children who are between 3;6 and 9;6. It provides promising preliminary developmental data and clinical guidelines, confirming the potential of language sample analysis (LSA) as a reliable component of language assessment in Afrikaans.
Support needs of familiar caregivers caring for persons who are minimally responsive : an ecological system approach
(Lippincott, Williams & Wilkins, 2023-12-04) Kuyler, Arine; Johnson, Ensa; Bornman, Juan
OBJECTIVE : The main aim of this study was to identify the multidimensional support needs of familiar caregivers and to identify the lessons they had learned throughout the caregiving process. BACKGROUND : Persons who are minimally responsive require continuous medical care—either at home or at a care facility. The home context is often preferred as it facilitates the care process in a familiar environment and reduces adverse health outcomes, such as mortality. Home care of the person who is minimally responsive is often managed by familiar caregivers who support these individuals in all aspects of daily living. This caregiving experience may be burdensome for the familiar caregiver as increased physical, psychological, emotional, social, and financial requirements, and responsibilities could cause multidimensional stressors. METHODS : A qualitative descriptive design using 7 semistructured in-depth interviews was used with 7 familiar caregivers of persons who were/are minimally responsive. These participants were obtained from a private care facility and thematic analysis was used to analyze the in-depth interviews. RESULTS : The ecological systems theory was used to identify and link 11 themes with subthemes to the support needs reported by the caregivers. In addition, the results included the lessons learned by these caregivers from their caregiving journey. CONCLUSIONS : From the findings of this study, it is clear that caregivers mostly experience challenges within the microsystem and mesosystem with limited challenges in other systems. These systems are, however, integrated and can impact the individual caregiver substantially. Health care practitioners, in particular, should be aware of caregivers’ support needs and give them adequate support at home.
A mHealth application for the training of caregivers of children with developmental disorders in South Africa : rationale and initial piloting
(AME Publishing Company, 2024-04) De Leo, Gianluca; Romski, MaryAnn; King, Marika; Renzi, Marco; Sevcik, Rose A.; Bornman, Juan
BACKGROUND : Evidence-based mobile health (mHealth) interventions have been successful for an array of physical and mental health conditions. Children with developmental disorders (DD) often have secondary speech and language disorders. The lack of high-quality medical and educational services in low- and middle-income countries limits the opportunities for children with DD to succeed in life. South Africa currently offers limited access to education, social, and health services. METHODS : Twelve caregivers of twelve children with DD between the ages of 3 and 6 years who already received monthly early childhood therapy participated in this study. A mHealth app, called Nna’Le’wena, a Setswana phrase meaning “Me and You”, was designed, developed, installed, and tested on tablets. The app provided a systematic framework and guidance to the caregivers in order to use evidence-based communication interaction strategies with the children over a twelve-week period. The app could be used offline and provided audio instructions in English and Setswana, two dominant languages in South Africa. The app automatically generated log files and collected answers to weekly surveys. At the end of the study, caregivers were asked to evaluate the app by using relevant portions of the Mobile App Rating Scale (MARS). RESULTS : Caregivers were able to successfully interact and use the app. The app was well-received and liked by the caregivers. Caregivers listened to the instructional audios in English and Setswana during the 12-week period. They were able to provide communication opportunities to their children during daily living activities, especially during play- and mealtime activities. CONCLUSIONS : The Nna’Le’wena app was successfully deployed and used by caregivers of children with DD. mHealth solutions can be effective and are relatively affordable solutions that can enhance health care and educational delivery in different settings, including in low-and middle-income countries with limited Internet capabilities.
Changing the story : the evaluation of a leadership development programme for vulnerable and deaf youth in South Africa
(MDPI, 2023-11-13) Bastable, Kirsty; Cooke, Paul; Harvey, Lou; Olarte, Victoria; Casteleijn, Daleen; Dada, Shakila; shakila.dada@up.ac.za
Vulnerable youth and youth with disabilities are at great risk of not having their rights met. In addition, they face challenges with regard to empowerment and participation in their own lives. Youth development programmes frequently focus primarily on the individual skills of the youth. However, reviews have indicated that for youth to be able to drive change, additional opportunities at community and broader society levels are required. This project sought to evaluate the changes facilitated by the Changing the Story—Leadership Development Programme as implemented in the Youth Accountability and Deaf Inclusion in South Africa project, for both vulnerable and Deaf youth. A longitudinal Q-sort methodology was used to measure the youths’ changes in perceptions. The results provided evidence of significant change following the programme, including increases in perceptions of empowerment within the community. Furthermore, although vulnerable and Deaf youth began the programme with differing perceptions of self, community and society, these perceptions were more aligned after completion of the programme. The results and challenges experienced using a longitudinal Q-sort methodology are presented and discussed. Recommendations and limitations are also highlighted.
Cultural considerations in caregiver-implemented naturalistic developmental behavioral interventions : a scoping review
(Springer, 2024) Douglas, Sarah N.; Dada, Shakila; Tonsing, Kerstin Monika; Samuels, Alecia E.; Owusu, Prince
Globally, there is an increasing focus on interventions that are culturally relevant for children and families from diverse cultural, racial, and ethnic groups. We conducted a scoping review to evaluate what populations have been included in the caregiver research related to established naturalistic developmental behavioral interventions for children with autism spectrum disorder (ASD). We also evaluated the extent to which these interventions have developed or adapted to be culturally relevant for use with caregivers of children with ASD using the Cultural Adaptation Checklist. Seventy studies met the inclusion criteria. Our review noted a paucity of research with diverse populations, and lack of description related to cultural adaptations of these interventions. Descriptions related to cultural adaptations tended to focus the least on persons, goals, and methods. Clinicians and researchers are encouraged to engage in cultural adaptations of interventions in consultations with communities in order to enhance interventions for culturally diverse groups.
Analyzing Eswatini’s national disability policy reforms: access to health care implications for citizens with disabilities
(Sage, 2024-09) Masuku, Khetsiwe P.; Bornman, Juan; Johnson, Ensa
In 2012, Eswatini ratified the United Nation’s Convention on the Rights of Persons with Disabilities (CRPD), and in 2013 developed the national disability policy reform documents to implement the CRPD across different domains, including health care. The current study aimed to analyze these policy reform documents for the actors, context, and processes involved in the development and implementation of the national disability policy reform documents. It also examined the provisions made for access to health care for persons with disabilities by utilizing a novel disability policy analysis framework. In-depth interviews with key informants were conducted to substantiate the findings obtained from document reviews. Focus group discussions were then conducted with persons with disabilities, caregivers of persons with disabilities, and health care professionals as the end users of the policy documents. The goal was to establish their knowledge of these documents and to ascertain how effective they perceived these documents to be. Findings indicated that while the content of the policy documents mirror most of the CRPD’s principles, certain aspects related to geographical and financial accessibility should be reconsidered. There is evidence to suggest a gap in policy implementation, owing to the lack of disability conscientization in general and among policymakers in particular, and manifested through political, financial, and attitudinal factors. This implies a need for disability sensitivity programs, as well as clearer implementation guidelines and government’s commitment to disability rights and the process of implementing the national disability policy reform documents.
Persons with disabilities in the Christian church: a scoping review on the impact of expressions of compassion and justice on their inclusion and participation
(Routledge, 2025) McMahon-Panther, Gail; Bornman, Juan
Despite the recognition of societal inclusion as a human right, persons with disabilities face many barriers preventing their participation in mainstream Christian denominations. A scoping review was conducted to map the relevant literature to explore the Christian Church’s expressions of compassion and/or justice toward persons with disabilities, and how this impacts their inclusion and participation. The findings confirm the paucity of literature addressing this phenomenon, as well as the under-representation of persons with disabilities in research concerning their own interests. Four nested themes reflect the harmful effects of misplaced pity and insufficient justice toward persons with disabilities, revealing evidence of oppression, expressed through stereotypes, prejudice, and discrimination – all perceived to hinder their meaningful participation in the body of Christ. Knowledge gaps concerning the lived experiences of persons with disabilities in this setting were identified and recommended for future research.

Browse

Recent Submissions