Heather Michelle Aldersey

The United Republic of Tanzania's National Policy on Disability: A Policy Analysis

In the spirit of international cooperation and to advance human rights, many nations have signed and ratified the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD). Ratification, however, differs from implementation, as the current analysis of the disability policy of the United Republic of Tanzania reflects. Here, the authors have accepted the Tanzanian Minister for Labour, Youth Development, and Sports’ invitation for local and international communities to rally to ensure that the desired outcomes of the NPD are realized. They examine Tanzania’s National Policy on Disability (NPD) using a policy analysis framework that has identified 18 core concepts of disability policy. They compare and contrast Tanzania’s NPD with this framework and conclude that the core concept of accountability is absent from the NPD. The authors then propose accountability techniques that might assist Tanzania to fulfill its firm and early commitment to the UN CRPD.

Family influence in recovery from severe mental illness.

The aim of this study was to investigate the perceived influence of family on recovery from severe mental illness. 54 semi-structured interviews were conducted with a diverse sample of people with severe mental illness living in Montreal. Results indicated that family both facilitated and impeded recovery processes. Specifically, family facilitated recovery through providing (a) moral support, (b) practical support and (c) motivation to recover. However family impeded recovery through (a) acting as a stressor, (b) displaying stigma and lack of understanding, and (c) forcing hospitalization. The study indicates the importance of family psychoeducation in promoting recovery.

Family perceptions of intellectual disability: Understanding and support in Dar es Salaam

When attempting to understand the construct of intellectual disability in different contexts, speaking to family members in addition to the individual with the disability may provide new insight about understandings of and responses to intellectual disability in society and may help to identify the forms of support that are available or needed to ensure the quality of life of people with disabilities. This article outlines and discusses interviews that were conducted in Dar es Salaam, Tanzania, with family members of children and adults with intellectual disabilities. These interviews explore how families came to understand that their child had an intellectual disability; the availability of family support; and family hopes and dreams for the future, and were a part of a wider exploratory study that gathered insight from individuals with disabilities, families, and other providers of support to explore understandings and perceptions of disability in Dar es Salaam. Understanding family experiences will help researchers, policy makers, non-governmental organisations, and others to identify family strengths and family support needs which can ultimately improve family quality of life and the quality of life of the member with a disability.

Disability advocacy in Kinshasa, Democratic Republic of the Congo

This article frames a discussion of disability advocacy in Kinshasa by arguing the importance of disability rights legislation for the quality of life of people with disabilities and by outlining the Democratic Republic of the Congo’s situation as a nation characterized by conflict. The author provides an overview of the recent positive steps the government has taken to affirm the rights of its citizens with disabilities, discusses the strong disability advocacy movement based in the capital city of Kinshasa, and identifies some of the challenges to Congolese disability rights legislation.

Photovoice and Persons With Physical Disabilities: A Scoping Review of the Literature:

Photovoice is a group analysis method often affiliated with participatory action research (PAR). It has become increasingly popular in qualitative research with people with physical disabilities. This article details the results of a study that sought to understand the scope of the literature related to how photovoice is conducted with people with physical disabilities. We performed a scoping review related to use of photovoice in physical disabilities research. We identified 20 articles that featured diverse participants with physical disabilities and demonstrated a range of approaches to data collection, analysis, and dissemination. Nearly all of the articles identified used photovoice to study physical accessibility/navigation of space. Although a majority of selected articles purported to use PAR approaches, many articles demonstrated research that may not be as participatory as presumed. Based on the findings, we provide suggestions for photovoice studies that will ensure full and meaningful participation of members involved.

A systematic examination of the nature and content of vignettes in schizophrenia research

Abstract Background: Vignettes are often used in psychiatric research, yet there are few systematic studies on their content, creation, and use. Aims: This article describes a study of: (a) how researchers create vignettes in research on schizophrenia and (b) how these vignettes portray individuals with schizophrenia. Method: We conducted a systematic search of the PubMed database for articles between 2008 and 2012 that used vignettes to measure attitudes about schizophrenia. We analyzed the identified vignettes using a tool developed in reference to DSM criteria. Results: Within the vignettes, 98% of individuals portrayed demonstrated delusions, 91% demonstrated hallucinations and 29% demonstrated disorganized speech. The majority of vignettes portrayed individuals under 25 years and when both genders were not depicted, researchers chose to depict men much more frequently than women (41% vs. 8%). A majority of articles did not use original vignettes (55%), and many of the articles (53%) contained vignettes created by one team of researchers. Most vignettes did not include positive language or recovery-oriented information. Conclusions: This study highlights a need for critical thought on vignette development and utilization, especially as psychiatry is now moving towards a recovery-based understanding of mental illness.

Intellectual and Developmental Disabilities in Kinshasa, Democratic Republic of the Congo: Causality and Implications for Resilience and Support.

This article reports results of a 7-month qualitative study on intellectual and related developmental disabilities in Kinshasa, Democratic Republic of the Congo, particularly as they relate to the causes and meaning of intellectual and developmental disabilities (IDD). This study raises important questions related to the understanding of resilience of persons affected by IDD and the nature and purpose of support they use or desire.

Reconceptualizing Family-Professional Partnership for Inclusive Schools: A Call to Action

Abstract Despite the documented link between the presence of family-professional partnership and successful inclusion in schools, these trusting relationships are more of an exception than a reality. We demonstrate the need for a framework to organize research, policy, and practice on family-professional partnership; describe a contemporary framework, the Sunshine Model, that relies on a tiered and multidimensional approach to ensure family-professional partnership with all families; and illustrate how this framework can guide research, policy, and practice in family-professional partnership in inclusive schools.

Participation experiences of people with deafblindness or dual sensory loss: A scoping review of global deafblind literature

Background Deafblindness, also known as dual sensory loss, is a varying combination of visual and hearing impairment in the same individual. Interest in this topic has increased recently due to evidence suggesting an increase in prevalence of this condition among older adults. Persons with deafblindness frequently experience participation barriers and social isolation. Developing an understanding of their experiences can inform the design of programs and policies to enhance participation of people with deafblindness in society. Objective To identify and summarize available research literature on participation experiences of people with deafblindness or dual sensory loss. Methods A comprehensive literature search of eight databases (CINAHL/EBSCO, Embase, ERIC, Global Health, MEDLINE, ProQuest, PsycINFO, PubMed) was performed in accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) during January 2017 and last updated in June 2017. In addition, non-peer reviewed (grey) literature was also retrieved in the form of online published reports of research projects by 16 deafblind-specific organizations across the globe. To be included, sources had to be published after 1990, had persons with deafblindness as the focal population, and focused on their participation experiences. Results A total 1172 sources were identified of which 54 studies were included. The findings reveal that persons with deafblindness, regardless of origin of their impairment, experience difficulty in communication, mobility, daily living functioning, and social interactions. While these experiences may vary between individuals with congenital versus acquired conditions, they generally feel socially isolated, insecure and uncertain about their future. Conclusion Participation experiences of persons with deafblindness are shaped by dynamic interactions between personal factors (such as onset and type of impairments) and environmental influences (such as attitude, technology, and supports). A better understanding of participation experiences may help professionals in placing emphasis on affected participation domains to design services to enhance participation of people with deafblindness.

Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review

Abstract Purpose: To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Methods: Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Results: Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner’s bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Conclusions: Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education policies can advance the successful inclusion of children with special education needs.