Narratives of agency: the experiences of Braille literacy practitioners in the<i>Kha Ri Gude</i>South African Mass Literacy Campaign

McKay, Veronica; Romm, Norma R. A.

doi:10.1080/13603116.2014.940066

Cited by 12 publications

(4 citation statements)

References 24 publications

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“…In a developing country like South Africa, a former colony, the black majority had been politically excluded from free and compulsory education before independence, and schools for the blind, specifically for black people, were rare (Mckay & Romm 2015 ). However, over the years, efforts have been made to remove barriers and provide education to all previously disadvantaged communities and people, including those with disabilities.…”

Section: Discussionmentioning

confidence: 99%

“…Among other objectives, the campaign aimed to develop strategy to provide literacy in braille and basic orientation and mobility skills for adults who are blind and illiterate. Specifically, the campaign recruits, trains and deploys teachers to teach literacy and numeracy to adult learners who are blind (Mckay & Romm 2015 ). However, such excellent campaigns’ and initiatives’ progress need to be assessed and evaluated.…”

Section: Discussionmentioning

confidence: 99%

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Challenges faced by blind patients using chronic medication at a tertiary hospital in South Africa

Poka

Chanyandura

Witika

2022

Health SA Gesondheid

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Background: Difficulties faced by blind patients in using medicines are largely unknown and underexplored. This limits the ability of health providers and health policy makers to plan and provide for medicine related needs of this special group.Objectives: To describe the challenges faced by blind patients around Mankweng Hospital when taking chronic medications and to identify methods used to overcome the challenges.Methods: Quantitative cross-sectional descriptive study, where questionnaires were administered to 82 blind patients, 18 years and older, and who were on chronic medications. Data was analysed using the Statistical Package for the Social Sciences (SPSS) software.Results: Majority of participants were elderly (59%) and had partial blindness (78%). Challenges faced by participants included inability to locate and identify medication (60%), missing doses (64%), inaccurate dosing and spilling medicines (33%). A staggering 68.3% of the participants did not have specific methods to overcome challenges.Conclusions: Challenges faced by the blind and visually impaired are similar across the world. However, participants are unaware of other simple, feasible methods available in the market. Current methods used by the participants to overcome the challenges encountered are minimal or caregiver dependent. Programs may be set up at clinics, hospitals and health care centers to teach the visually impaired simple and inexpensive methods to help administer medications.Contribution: Results obtained may be used to raise awareness in health care policy makers of the under-explored challenges faced by the partially blind or completely blind patients in the use of medicines.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Challenges faced by blind patients using chronic medication at a tertiary hospital in South Africa

Poka

Chanyandura

Witika

2022

Health SA Gesondheid

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“…However, the document acknowledges that there is no national policy to guide disability inclusion in the post-school sector, that policy and practices are uneven across institutions, and that adult learners with disabilities are poorly represented at post-school institutions. Adult inclusive education is thus still at a fledgling stage within South African adult education, although there are pockets of excellence within literacy campaigns (McKay 2015) and adult learning centres (Rule/Modipa 2012). In Germany, the post-school sector as an explicit part of a policy agenda likewise refers to an almost empty box.…”

Section: Moving Toward a Pragmatic Discourse -With Adult Learners Still At The Periphery?mentioning

confidence: 99%

Handbuch Inklusion international / International Handbook of Inclusive Education

Florian

2021

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Global paradigm, national norms and local practices. The International Handbook of Inclusive Education combines theoretical approaches and myriad comparative perspectives on inclusive education considering its global diffusion. Its contributions provide comprehensive access to international discourses, comparative research results, and inspiring practices from diverse world regions—Europe, Africa, Asia, and North America—and emphasize the relevance of comparative studies.

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“…It has also been observed that teachers need to know Braille (Chhabra et al, ; Kuyini and Desai, ; McKay & Romm, ), sign language (Brereton, ; Cawthon, ; Chhabra et al, ; Stinson & Antia, ) and Individualised Education Programme (IEP) development (Horn et al, ; Rea et al, ) techniques in order to address the learning requirements of children who have high support needs in regular classrooms. For example, the importance of training specialist teachers in Braille, in order to address the needs of children with visual impairments, has been reported in several national contexts, including Tanzania (Mnyanyi, ), Uganda (Lynch et al, ), South Africa (McKay & Romm, ), Nepal (Lamichhane, ) and India (Gupta, ). However, teacher education programmes rarely cover such issues in the curriculum (Lewis & Bagree, ).…”

Section: Introductionmentioning

confidence: 99%

Pre‐service teachers’ attitudes towards inclusion of students with high support needs in regular classrooms in Bangladesh

Tariq¹,

Sharma²

2018

British J Special Edu

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In the process of educational reforms for promoting equity and inclusion in education, pre-service teacher preparedness has been identified as a vital factor that has an impact on the success of inclusive education. Bangladesh, like other parts of the world, has taken various initiatives to promote inclusive education in the country context. This study is an attempt to explore factors related to pre-service teachers' preparedness for inclusive education in Bangladesh. The current study is an extension of the work completed in previous studies and specifically examined participants' attitudes and factors that influenced their attitudes. Following a mixed method design, this multi-phase study measured 1,623 pre-service teachers' attitudes towards inclusive education in phase 1. By applying a multiple regression procedure, several variables were identified that impacted on pre-service teachers' attitudes towards inclusion. The results indicated that Bangladeshi pre-service teachers hold a less positive attitude towards the inclusion of children who have high support needs (that is, those who use Braille or sign language, or those who need to have an Individualised Academic Programme). In order to better understand the findings about apprehensive attitudes among pre-service teachers, semi-structured interviews were conducted with six institutional heads of pre-service teacher education institutions. The interviews provided a new perspective on apprehensive attitudes among participants. Several curriculum reform suggestions are made

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Narratives of agency: the experiences of Braille literacy practitioners in theKha Ri GudeSouth African Mass Literacy Campaign

Cited by 12 publications

References 24 publications

Challenges faced by blind patients using chronic medication at a tertiary hospital in South Africa

Challenges faced by blind patients using chronic medication at a tertiary hospital in South Africa

Handbuch Inklusion international / International Handbook of Inclusive Education

Pre‐service teachers’ attitudes towards inclusion of students with high support needs in regular classrooms in Bangladesh

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