Promoting inclusive development in Ghana: disabled people’s and other stakeholders’ perspectives

Adjei-Amoako, Yaw

doi:10.1080/09614524.2016.1210092

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…Indeed, the views by participants show this to be the case within the Science, Technology, Engineering and Mathematics (STEM) disciplines at Unisa. Findings such as the above probably result from institutional budgetary constraints preventing the provision of adequate access to electronic devices for the necessary simulation that will provide SwDs practical experience approximate to a hands-on [43], thus granting them the right to full participation and equalisation of opportunities in all sectors of development [51].…”

Section: Stem Field Meant For Non-disabled Students Onlymentioning

confidence: 99%

Exclusion Reloaded: The Chronicles of Covid-19 on Students with Disabilities in a South African Open Distance Learning Context

Ngubane-Mokiwa

Zongozzi

2021

J. Intellect. Disabl. Diagn. Treat.

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Students with disabilities have been going through different forms of discrimination and exclusion. These include inaccessible learning materials and learning platforms, negative attitudes from lecturers, fellow students and more. This paper comes from a qualitative study that sought to explore how Covid-19 deepened these educational inequalities at an Open Distance Learning institution in South Africa. The results of the study reveal that institutions of higher learning had to quickly adjust their teaching and assessment to online mode. This led to heightened exclusion of students with disabilities as their examinations had to be postponed to second semester due to lack of preparations for special examinations. Students also reported experiencing extra pressure as they had to write double the examinations at the end of the year. Some students reported lack of access to assistive technologies which they normally borrow from the library, this was because the Post Office was not operating during the National Lockdown Level 5. The novel nature of Covid-19 is such that the real barriers it caused on people and students with disabilities in particular and it will keep revealing itself gradually. This paper ends by making recommendations on how an ODL institution could accommodate the needs of students with disabilities to enhance their learning experiences during pandemics or natural disasters.

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Section: Stem Field Meant For Non-disabled Students Onlymentioning

confidence: 99%

Exclusion Reloaded: The Chronicles of Covid-19 on Students with Disabilities in a South African Open Distance Learning Context

Ngubane-Mokiwa

Zongozzi

2021

J. Intellect. Disabl. Diagn. Treat.

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“…Even though some policy documents acknowledge the contributions of NCDs to morbidity, mortality and disability in Ghana (Ministry of Health, 2011), accurate knowledge is lacking because epidemiological data are limited. The most common causes of disability in Ghana are road accidents, amputation, cataracts, leprosy, measles and polio (Adjei-Amoako, 2016). The most common types of disability are visual impairment, hearing impairment, and intellectual and learning disabilities (Slikker, 2009; Adjei-Amoako, 2016).…”

Section: Ncds and Disabilitymentioning

confidence: 99%

“…The most common causes of disability in Ghana are road accidents, amputation, cataracts, leprosy, measles and polio (Adjei-Amoako, 2016). The most common types of disability are visual impairment, hearing impairment, and intellectual and learning disabilities (Slikker, 2009; Adjei-Amoako, 2016).…”

Section: Ncds and Disabilitymentioning

confidence: 99%

Activity limitations and participation restrictions among people with non-communicable diseases in Ghana

2022

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Anecdotal evidence suggests that non-communicable diseases (NCDs) contribute substantially to mortality, morbidity and disability in Ghana. Nonetheless, no data are presently available on Ghanaians with disability from major NCDs, such as hypertension, diabetes and stroke. Using data from the 2007/2008 Ghana World Health Organization Study on Global Ageing and Adult Health (SAGE) and applying ordinary least squares techniques, the prevalence of and associations between activity limitations and participation restrictions in Ghanaians with NCDs are examined in the present study. The results show stroke is the major contributor to activity limitations and participation restrictions among the Ghanaian population with NCDs. The study results further revealed that respondents with higher education reported high levels of disability compared to those with no education. The results suggest that functioning can be restored by providing assistive technologies, such as wheelchairs, prosthetic limbs, walking aids, etc., that can enhance participation of persons with disability in society.

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“…The Sustainable Development Goals encapsulate this with the inclusion of a number of indicators disaggregated by disability status so that progress towards inclusion can be monitored. The inclusion of people with disabilities in poverty reduction strategy papers also attests to the importance of inclusion in effective poverty reduction strategies (Adjei-Amoako 2016 ; MacLachlan et al 2014 ; Mulumba 2011 ; Mwendwa, Murangira & Lang 2009 ; Wazakili et al 2011 ). More narrowly, the business case for disability inclusion has also been clearly documented showing that a strong disability inclusive policy gives workplaces ‘access to talent, increased innovation, increased engagement and retention, a better reputation and benefits for everyone’ (ILO 2016 :4).…”

Section: Introductionmentioning

confidence: 99%

Monitoring disability inclusion: Setting a baseline for South Africa

Suich

Schneider

2022

African Journal of Disability

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Background: The progressive realisation of disability inclusion requires political will and commitment, and comprehensive monitoring is necessary to give a clear understanding of what needs to be addressed and to highlight the gaps and barriers to the achievement of social inclusion of people with disabilities.Objectives: This article uses an existing dataset to present a baseline assessment of inclusion for men and women with no, mild or moderate disability severity and with no or moderate affect difficulties in South Africa.Methods: An existing dataset, capturing individual-level data for 8499 individuals, collected in 2019 across South Africa was analysed. Variables were utilised to represent aspects of nine domains of disability inclusion, and outcomes were compared using chi-squared tests (with Bonferroni adjustments) for groups categorised by disability severity and gender, and for affect severity and gender.Results: Overall, inclusion levels declined with increasing disability severity, and there were fewer differences in inclusion levels between those with and without affect difficulties than for those with functioning difficulties (as measured using the Washington Group on Disability Statistics’ Short Set of six questions on functioning).Conclusions: The article concludes by discussing several approaches to using the data to design policy responses, each of which results in a different range of domains that may initially be prioritised and targeted.

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Promoting inclusive development in Ghana: disabled people’s and other stakeholders’ perspectives

Cited by 5 publications

References 7 publications

Exclusion Reloaded: The Chronicles of Covid-19 on Students with Disabilities in a South African Open Distance Learning Context

Exclusion Reloaded: The Chronicles of Covid-19 on Students with Disabilities in a South African Open Distance Learning Context

Activity limitations and participation restrictions among people with non-communicable diseases in Ghana

Monitoring disability inclusion: Setting a baseline for South Africa

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