Suchergebnisse

This paper reports on a project that looked at the meaning stroke survivors assigned to assistive devices. Material culture theory served as a framework to help stroke survivors explicitly consider [dis]ability as a discursive object with a socially constructed meaning that influenced how they thought about themselves with impairment. Material culture theory informed the design (taking and talking to their peers about photos of anything that assisted) and analysis of the meaning of the assistive devices project. In our analysis of the narratives, survivors assigned three types of meanings to the assistive devices: markers of progress, symbolic objects of disability, and the possibility of independent participation. Notably, the meaning of assistive devices as progress, [dis]ability, and [poss]ability was equally evident as participants talked about mobility, everyday activities, and services. We discuss how considering [dis]ability as a discursive object in the situation might have enabled stroke survivors to participate.

Master in International Social Welfare and Health Policy ; Since 1990 many countries in Sub-Saharan Africa have witnessed extraordinary progress in school enrollment and establishment of comprehensive rehabilitation programs for provision of assistive devices for children with physical disabilities, however, the progress has slowed in recent years. UNESCO warns that unless new measures are taken, the number of out-of-school children in 2015 will increase from current levels. Inequalities in most developing countries have been found to be a major barrier to universal education and provision of assistive devices. However, to achieve universal education and health we must focus on all marginalized groups. People with disabilities are among the least visible of the marginalized children. As the Tanzania government implemented a policy on people with disabilities in 2004, it is essential to understand the achievement on accessing education and assistive devices for children with physical disability since the implementation of this policy. Therefore, using the available data this study examined schooling patterns and the accessibility of assistive devices for children with physical disabilities in Tanzania. The study finds that children with disabilities are significantly less likely to enroll, attend and complete Grade 5. It also finds out that disability is experienced differently depending on the nature of the disability. Physical disabilities carry high stigma and require extra resources. Consequently, children with disabilities are less likely to be given equal opportunities as non-disabled are. Also the study finds out that: even though producers of goods and services are increasingly introducing accessibility as a criterion, the practice is still rare in Tanzania.

This study examined the use and need for assistive devices by 30 noninstitutionalized older visually impaired persons during intensive interviews in the subjects' homes. It found a high rate of use of these devices, as well as the subjects' expressed need for additional devices that they did not own. In addition, some of the subjects' suggestions for the development of new devices indicated that the subjects did not have the latest information on assistive technology.