The WHO estimates that only about 15% to 25% of those in need of assistive technology products in Africa have access to them.
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Most indigenous signed languages in Africa today are marginalised, dominated and suppressed by foreign signed languages.
People who lose their sight have to deal with not only the practical implications but their sense of identity.
South Africa’s inclusive education policy currently under review must address the hindrances preventing children with disabilities from effectively access education in mainstream schools.
Students with disability continue to face dire exclusion in education and there is an urgent need to provide inclusive education for them.
Kontributor teratas
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Economist and Lecturer in Management, Keele University
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Professor of Clinical Biomechanics, Staffordshire University
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Full Professor, University of South Africa
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Associate Professor of Human Movement Biomechanics, Staffordshire University
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PhD candidate in Economics, Stellenbosch University
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Lecturer, University of South Africa
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Postdoctoral Research Fellow Institute for Life Course Health Research , Stellenbosch University
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Speech and Hearing Scientist, University of New Mexico
