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Paralympic pathways
Published in Nima Dehghansai, Ross A. Pinder, Joe Baker, Talent Development in Paralympic Sport: Researcher and practitioner perspectives, 2023
David Legg, Krystn Orr, Jacqueline M. Patatas, Aurélie Pankowiak, Jennifer Wong, Colin Higgs, Gail Hamamoto
The structures seen in Kenya and Nigeria are the most common across the sub-Saharan region. In many developed nations, meanwhile, entry into Para sport is typically through inclusive physical education and school sport for young people or through rehabilitation centers for those acquiring impairments later in life. In Sub-Saharan Africa, however, disability stigma, poverty, and accessibility limit the attendance of young people with impairments to school and access to health care. Consequently, most potential Para athletes are invited into the pathway directly by coaches or through word of mouth. Regular Para sport training is also mostly only available in urban centers but is still limited by equipment, sport-specific assistive technology, facility accessibility and trained coaches.
The Unbearable Straightness of Intuitive Eating
Published in Phillip Joy, Megan Aston, Queering Nutrition and Dietetics, 2023
Absolutely. Intuitive eating uses binary thinking to impose the individualism and power-blankness it rails against. Where “exceptions” like disability and poverty are mentioned, they're tagged on with caveats. That's not a liberatory logic; that's a logic that shoehorns everyone into a flawed framing. It confuses the will to inclusion through assimilation with the will for transformation. As if the central task of scholarship is to construct infallible theory. What happened to praxis?
Health, poverty and powerlessness
Published in Nigel Crisp, Turning the World Upside Down Again, 2022
The performance over, I was taken to a single-roomed building that housed a branch of a microcredit bank that had been established specifically to cater for disabled people, although it, too, was open to others. Here, disabled people were able to save and to borrow money; to start small ventures. The bank implicitly recognised that poverty can lead to disability and disability to poverty and had been established to help break the link locally. I later met blind men and women caring for animals and looking after crops who had been funded by the Bank, disabled people leading active lives and contributing to society.
Efficacy of early interventions with active parent implementation in low-and-Middle income countries for young children with cerebral palsy to improve child development and parent mental health outcomes: a systematic review
Published in Disability and Rehabilitation, 2022
Nataya Branjerdporn, Katherine Benfer, Emma Crawford, Jenny Ziviani, Roslyn N. Boyd, Leanne Sakzewski
Caregivers of children with CP in LMICs experience higher rates of stress, and depression than caregivers of children without a disability [7]. Increased burden of care and responsibilities to manage their child’s healthcare as well as limited knowledge about disability and poverty may contribute to parent mental health challenges [8]. This can lead to difficulties with the parent-child relationship [9] and further impact child developmental outcomes [10]. The use of parents to implement early intervention can prioritise the parent-child relationship and provide mutually enjoyable parent-infant interactions and improve parental mental health [11]. Currently, clinical practice guidelines for early intervention strongly recommend task-specific motor training, daily practice, and parent coaching to structure practice beyond scheduled therapy sessions and teach parents to build relational connections with their infant [11]. Coaching of families can work to build parents’ capacity to provide targeted practice of specific exercises and activities to optimise repetition, the intensity of practice, and consequently developmental outcomes [11]. Qualitative studies have, however, suggested that implementing intervention at home can be challenging for parents when there is not enough time and when still coping with grief about their child’s disability [12,13].
Gaps in access and school attainments among people with and without disabilities: a case from Nepal
Published in Disability and Rehabilitation, 2021
Arne H. Eide, Kamal Lamichhane, Shailes Neupane
The study is cross-sectional and a combination of self-reported information and the household head responding on behalf of other household members. This means first that the study is only able to present associations and not cause–effect relationships. Second, both self-reports and by proxy may be affected by recall-bias and other types of response bias. It is also necessary to bear in mind that disability and poverty are known from many studies to be positively associated and that low access and attainment in school may be a result of both poverty and disability. Poverty may both influence negatively access/attainment and cause disability and the study is not able to distinguish between the two. Another concern is the influence on the results of the situation back in time due to the sample comprising persons of all ages, which may contribute to blur knowledge about the current situation. It may further be a limitation that we have not controlled for the influence of school proximity on attendance. The strength of the study lies in the use of an established albeit adapted design, the representativity and scope of the study and quality of the data collection.
Access to human rights for persons using prosthetic and orthotic assistive devices in Sierra Leone
Published in Disability and Rehabilitation, 2020
Lina Magnusson, Jerome Bickenbach
About half of our participants reported drinking unsafe water, whereas 28% of households in the total population reported using unprotected water sources [6]. Persons with disabilities often face difficulties in resettlement after conflict [3]. The present results indicate that most persons with disabilities had adequate housing. In Sierra Leone, the government donated land outside urban areas on which development organizations could build housing for persons with disabilities, which has reduced opportunities for persons with disabilities to integrate into society. However, our results indicate that most participants had at some point attended school, some participants using prosthesis attended school before amputation and that 60% were literate compared with 51% of the general population above 10 years of age [6]. This indicates that persons with physical disabilities were provided with more educational opportunities than was the general population, probably due to NGO efforts rather than government support [3]. In relation to the principle of progressive realization of the CRPD [20], this indicates that people with disabilities have access to education on an equal basis with others. Access to education for persons with disabilities can reduce the link between disability and poverty [40], and there is a need to implement programs and policies that facilitate further inclusion in education of persons with disabilities in West Africa [23].