Seeing the human behind the research: Strengthening emerging African disability researchers.

Background: A pre-conference workshop that investigated the experiences and needs of PhD candidates and early career researchers in disability studies in Africa was held as part of the proceedings of the African Network for Evidence to Action in Disability (AfriNEAD) 7th Conference in November 2023.

Objectives: To determine how the existing structures in AfriINEAD can be leveraged to support emerging African disability researchers. This article documents this event and summarises the key findings from the discussions that took place.

Local knowledge in inclusive education policies in Africa: informing sustainable outcomes.

Background: This article presents on the outcomes of a study that focused on an analysis of inclusive education (IE) policies in South Africa, Ghana and Uganda. Persons with disabilities live within communities and are raised by the values that apply within their communal context. Policymaking is intricately linked to policy implementation, and the inclusion of local knowledge strengthens policy influence, impacting on implementation processes.

Exploring the inclusion of teaching and learning on assistive products in undergraduate curricula of health sciences faculties at three South African Universities.

Background: Providers must be knowledgeable on policy, systems and products to provide a person centred service and prescribe the most appropriate assistive product for each user.

Aim: This study aimed to determine to what extent teaching and learning on assistive products are included in undergraduate curricula of the Health science faculties at three universities in the Western Cape Province of South Africa.

Methods: Data were gathered through a cross sectional survey.

The African Indigenous Lens of Understanding Spirituality: Reflection on Key Emerging Concepts from a Reviewed Literature.

In this paper, we will present a reflection on reviewed literature on African indigenous understanding of spirituality, highlighting the influence of this concept on notions of the self, motivation and well-being. The indigenous understanding of spirituality is central to the understanding of the self as distinct, but positioned within the relational-collective self. This African indigenous perception of the self is grounded within the autonomous experience of the tenets of spirituality, which is explored in this paper through the lens of self-determination theory.

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.