Community-based workers' capacity to develop inclusive livelihoods for youth with disabilities in Botswana.

BACKGROUND: Youth with disabilities encounter multiple barriers to livelihood opportunities and socio-economic inclusion. Research focusing on identifying and evaluating evidence-based strategies that may facilitate their transition into socio-economic participation is limited. OBJECTIVES: The study undertook to contribute knowledge and evidence to inform inclusive socio-economic development of youth with disabilities and capacitation of community-based workers engaged in implementing the livelihood component of community-based rehabilitation programmes advocating for inclusive development. METHOD: This qualitative exploratory case study used the International Classification of Functioning, Disability and Health: Children & Youth Version to analyse community-based workers' knowledge and experience of the rural and peri-urban communities in which they worked in Botswana. It further analysed their activities, strategies and recommendations in response to environmental factors impacting the livelihood opportunities of youth with disabilities. Data were generated through semi-structured interviews, following a life history and phenomenological approach. Data were analysed inductively using thematic content analysis. RESULTS: Community-based workers showed sufficient knowledge and experience of barriers and enablers in health, education and training, social development, employment and governance that facilitated or obstructed access to livelihood opportunities for youth with disability. Identifying more barriers than enablers, community-based workers adopted innovative strategies to sustain and strengthen their practices and activities in the livelihoods domain. They contributed recommendations, mainly aimed at government. CONCLUSION: Community-based workers have the capacity to provide valuable evidence and design strategy to facilitate the socio-economic inclusion of youth with disabilities. They are particularly adept at intervening at local levels but do not have sufficient confidence or capacity to mobilise supportive community structures or to exert influence at the level of policy formulation, decision-making and implementation.

Creating inclusive Performing Arts practices for development of youth with disabilities: A critical ethnographic study.

BACKGROUND: Youth with disabilities are a marginalised group in society. This marginalisation traps them and prevents their full participation in social and economic development. OBJECTIVE: This study sought to understand how exposure to the Performing Arts facilitates the inclusion of youth with disabilities. METHODS: The study adopted a qualitative research approach, utilising critical ethnography. Primary data consisted of three focus group discussions with youth with disabilities, and an in-depth interview with a performer with disability. Thematic data analysis was conducted. RESULTS: Four themes emerged. Theme 1, Blown away, shares the experiences of youth who attended Artscape Theatre. Theme 2, I can do it, you can do it, describes their career aspirations. Theme 3, Embracing hope, identifies the social and life skills learned through visited Artscape. Theme 4, Long way to go, presents the factors that influence the participation of youth with disabilities in the Performing Arts. While their experiences are diverse, and their impairments are unique, contact with the Performing Arts supported social and economic inclusion, and triggered empowerment of youth with disabilities. Insufficient accessible and available transportation is the most notable barrier to accessing development opportunities. CONCLUSION: Exposure to the Performing Arts provides important skills development and social opportunities for disabled youth. It is up to the 'keepers' of the Performing Arts - those in administration and management - to realign the Performing Arts in a way that can best benefit everyone.

A Situational Mapping Overview of Training Programmes for Community-Based Rehabilitation Workers in Southern Africa: Strategies for Strengthening Accessible Rural Rehabilitation Practice.

In 2018, the United Nations global report showed that people with disabilities, who make up 15% of the worlds' population, have poorer health and rehabilitation access (SDG 3). Without improving the needed person-centered health and rehabilitation services at household level, SDG 3 cannot be achieved. This includes addressing human resource shortages through training multi-skilled community based rehabilitation workers (CRWs) to build rural workforce capacity and enhance the lives of people with disabilities, particularly in LMICs where the need is higher but resources are lower. However, to date, there is no documentation and analysis of existing training and its scope for this workforce in LMICs. A situational mapping overview was undertaken to review the current status of rural rehabilitation training programs offered in Southern Africa for CRWs. CRWs are rehabilitation personnel, based in the home/community, who are not professionals (without a bachelor qualification) but render non-institutional rehabilitation and inclusive development in communities, under the supervision of rehabilitation practitioners. Information on these programs was obtained using a two-step process. Firstly, a descriptive list of university courses for rehabilitation workers offered in the Southern African countries was collected via an internet and literature search. Secondly, detailed information about the disability and rural rehabilitation courses was collected from the respective institutions and their designated websites. There are six training courses targeted at CRWs or disability practitioners with a disability focus being offered at universities in Southern Africa, five of these in South Africa and one in Zimbabwe. Additionally, four training courses are offered as online/open resources by global organizations and are self-directed with no accreditation. While other key competencies feature, none of these programmes' learning outcomes make direct reference to the rural practice context and its complexities in relation to disability and poverty. The situational mapping overview shows limited training targeted at CRWs in Southern Africa, to effectively facilitate rural rehabilitation, poverty reduction and social inclusion. There is a need for an articulated community-orientated rural training to respond to the unmet needs. This may require a different set of competencies and assessment standards for trainees as well as additional competencies for their supervisors and mentors.

Summer dry-down modulates the isotopic composition of soil CO2 production in snow-dominated landscapes.

In mountainous landscapes, soil moisture is highly dynamic due to the effects of topography and the temporal variability imposed by seasonal precipitation, including rainfall and snow. Soil moisture is known to affect ecosystem carbon exchange both aboveground and belowground, as well as the stable isotopic composition of exchanged CO2. In this study we used an extensive suite of measurements to examine the effects of seasonal changes in soil moisture on the isotopic composition of soil CO2 production at the landscape level. We show that the seasonal decline in soil moisture (i.e., summer dry-down) appeared to impose a trend in the δ13C of soil CO2 production (δP) with more negative δP early in the growing season when soils were wet, and more positive δP as the growing season progressed and soils dried out. This seemingly generalizable pattern for a snow-dominated watershed is likely to represent the variability of recently assimilated C, tracked through the plant-soil system and imprinted in the respired CO2. Thus, our observations suggest that, at least for mountainous environments, seasonal changes in δP are largely mediated by soil moisture and their spatial variability is partially organized by topography.

Enhancing the public sector's capacity for inclusive economic participation of disabled youth in rural communities.

BACKGROUND: The capacity of service providers in the public sector to deliver inclusive services is essential to implement strategies that will allow the full participation of disabled youth in development opportunities in the rural context. OBJECTIVES: This article sets out to describe the capacity of service providers in facilitating the participation of disabled youth in economic development opportunities. METHOD: An instrumental, embedded single case study informed the research design. The sample consisted of five disabled youth, four family members and six service providers. Data was gathered through in depth individual interviews and focus group discussions. Data analysis was done inductively and thematically. In the discussion, the interpretation used organisational capacity elements as a framework. RESULTS: The findings indicate a perception of disability as a multifaceted and challenging issue with different orientations to service delivery, based on the understanding of the impairment and disability. There is a strong focus on impairment and negative attitudes. DISCUSSION: An asset-building approach could facilitate awareness of the capacities of disabled youth and thus shift negative attitudes to enabling attitudes. The vague strategies for youth and women reflect an organisational attitude that seems non-committal to its core agenda of inclusive development, which would ensure equal opportunities for participation by disabled youth. CONCLUSION: An appreciative process of facilitating a deeper understanding of the needs of disabled youth would assist service providers to reconceptualise disability within an expansive framework of equal opportunities and active citizenship.

Determining the competences of community based workers for disability-inclusive development in rural areas of South Africa, Botswana and Malawi.

INTRODUCTION: Persons with disabilities and their families still live with stigma and a high degree of social exclusion especially in rural areas, which are often poorly resourced and serviced. Community-based workers in health and social development are in an ideal position to assist in providing critical support for some of those most at risk of neglect in these areas. This article analyses the work of community disability workers (CDWs) in three southern African countries to demonstrate the competencies that these workers acquired to make a contribution to social justice for persons with disabilities and their families. It points to some gaps and then argues that these competencies should be consolidated and strengthened in curricula, training and policy. The article explores local experiences and practices of CDWs so as to understand and demonstrate their professional competencies and capacity to deliver disability-inclusive services in rural areas, ways that make all information, activities and programs offered accessible and available to persons with disabilities. METHODS: A qualitative interpretive approach was adopted, informed by a life history approach. Purposive sampling was used to select 16 CDWs who had at least 5 years experience of disability-related work in a rural area. In-depth interviews with CDWs were conducted by postgraduate students in Disability Studies. An inductive and interpretative phenomenological approach was used to analyse data. RESULTS: Three main themes with sub-categories emerged demonstrating the competencies of CDWs. First, integrated management of health conditions and impairments within a family focus comprised 'focus on the functional abilities' and 'communication, information gathering and sharing'. Second, negotiating for disability-inclusive community development included four sub-categories, namely 'mobilising families and community leaders', 'finding local solutions with local resources', 'negotiating retention and transitions through the education system' and 'promoting participation in economic activities'. Third, coordinated and efficient intersectoral management systems involved 'gaining community and professional recognition' and the ability to coordinate efforts ('it's not a one-man show'). The CDWs spoke of their commitment to fighting the inequities and social injustices that persons with disabilities experienced. They facilitate change and manage the multiple transitions experienced by the families at different stages of the disabled person's development. CONCLUSIONS: Disability-inclusive development embraces a philosophy of social inclusion and a set of values that seeks to protect the human dignity and rights of persons with disabilities. It requires a workforce equipped with skills to work intersectorally and in a cross-disciplinary manner in order to operationalise the community-based rehabilitation guidelines that are designed to promote delivery of services in remote and rural areas. CDWs potentially have a unique set of competencies that enables them to facilitate disability-inclusive community development in rural areas. The themes reveal how the CDWs contribute to building relationships that restore the humanity and dignity of persons with disabilities in their family and community. These competencies draw from different disciplines which necessitates recognition of the CDWs as a cross-disciplinary profession.

Enabling disability inclusive practices within the University of Cape Town curriculum: A case study.

BACKGROUND: Disability inclusion in the curricula of higher education institutions contributes to socially responsive graduates with a capacity to address the cross-cutting issue of disability in development. This article discusses a study conducted at the University of Cape Town (UCT), South Africa, to explore disability inclusion. METHODOLOGY: An instrumental case study approach was adopted and a thematic analysis of data was done. FINDINGS: Academic staff found a variety of ways to include disability, such as discussions in class, practice and service learning, but mainly as part of disciplinary requirements. Including disability as an issue of social justice stems mostly from the personal interest of staff, and is done in an ad hoc manner. CONCLUSION: Disability should be valued, and integrated into the curriculum in a structured manner as a perspective on diversity with which to interrogate our beliefs about ourselves and society. Theorising on disability is needed, as well as the unique perspectives that emerge across interdisciplinary boundaries, especially within the African context.

The complexity of rural contexts experienced by community disability workers in three southern African countries.

An understanding of rural communities is fundamental to effective community-based rehabilitation work with persons with disabilities. By removing barriers to community participation, persons with disabilities are enabled to satisfy their fundamental human needs. However, insufficient attention has been paid to the challenges that rural community disability workers (CDWs) face in trying to realise these objectives. This qualitative interpretive study, involving in-depth interviews with 16 community disability workers in Botswana, Malawi and South Africa, revealed the complex ways in which poverty, inappropriately used power and negative attitudes of service providers and communities combine to create formidable barriers to the inclusion of persons with disabilities in families and rural communities. The paper highlights the importance of understanding and working with the concept of 'disability' from a social justice and development perspective. It stresses that by targeting attitudes, actions and relationships, community disability workers can bring about social change in the lives of persons with disabilities and the communities in which they live.

Comparison of barriers to employment among youth with and without disabilities in South Africa.

OBJECTIVE: Disability limits access to education and employment, and leads to economic and social exclusion. This study compared barriers to employment among disabled and non-disabled youth in South Africa. METHODS AND PARTICIPANTS: Fieldworkers interviewed 989 youth [18-35 years; 523 (52.9%) disabled, 466 (47.1%) non-disabled] at nine sites in five provinces (Gauteng, North West, Kwazulu Natal, Western Cape, Free State). Differences in employment between disabled and non-disabled youth were described and logistic regression analyses were used to predict barriers to employment within both groups. RESULTS: Employment differed between disabled and non-disabled youth (32.9% vs. 13.1%; p ⩽ 0.001). Lack of job availability and skills were associated significantly with unemployment among non-disabled youth. For disabled youth, unemployment was additionally associated with social attitudes and poor health. CONCLUSIONS: This research showed that disabled youth are facing more barriers to employment compared to non-disabled youth and that the unemployment rate among disabled youth is higher. Disabled youth thus faced additional challenges to employment and special attention must be given to reduce these barriers.

Access to livelihood assets among youth with and without disabilities in South Africa: implications for health professional education.

PURPOSE: This study compared access to 5 livelihood assets among disabled and non-disabled youth, to inform health professionals on inequities related to disability and to monitor the transformation agenda aimed at creating an inclusive society. METHODS: Fieldworkers interviewed 989 youth (18 - 35 years; 523 (52.9%) disabled youth (DY), 466 (47.1%) non-disabled youth (NDY)) at 9 sites in 5 South African provinces. Descriptive statistics were used to describe demographic characteristics and livelihood assets. Chi-squared and t-tests were used for comparisons. RESULTS: Doctors at hospitals and nurses at clinics are health professionals most frequently seen. Far fewer DY than NDY attended and completed school. Unemployment was markedly more common among DY than among NDY. Barriers to accessing employment for DY were poor health and lack of skills development, and a lack of job opportunities for NDY. Both groups received the same amount of support from immediate household members, but significantly more NDY received support from extended family, friends, partners, and neighbours. They spent significantly more time engaging in all free-time activities. NDY reported more access to bathrooms, phone, and newspapers, as well as public services and the business sector. Participation and access were limited for both groups because of inaccessible public transport. CONCLUSION: This paper shows that DY have a greater struggle to access livelihood assets than non-disabled peers. The Disability Studies Academic Programme at the University of Cape Town is an initiative that seeks to take specific focused action with disability organisations in order to address the inequities faced by disabled youth to ensure their inclusion in development to the same degree as their non-disabled peers.

Reciprocal capacity building for collaborative disability research between disabled people's organizations, communities and higher education institutions.

This paper focuses on the reciprocal capacity building that occurred through collaborative research between occupational therapy departments from six higher education institutions in South Africa, community-based organizations and a disabled people's organization on disabled youth and their livelihoods. The authors aimed to identify principles for collaboration and capacity building from the pilot phase and first phase of the main study. Occupational therapy departments place students in communities for service learning experience, but little collaboration with disabled people's organizations and communities in research processes occurs that could enrich such partnerships and inform relevant curriculum development. Secondary data from different sources including a transcript of a focus-group interview with the researchers in the pilot phase, workshop reports, and transcripts of free-writing exercises done by researchers were analysed thematically, both inductively and deductively. Two themes are explored: first, reciprocal building of organizational capacity and, second, generating collaborative relationships. The principles that were identified are integral to the strengths and challenges faced when multiple organizations work together over a wide geographical area on a complex research topic that also builds capacity reciprocally.