■全球,许多身体残疾儿童(CwPD)被排除在他们的教育和社会生活之外,主要是由于耻辱及其影响。然而,在埃塞俄比亚等低收入和中等收入国家,关于残疾耻辱的信息很少。本研究的目的,因此,是从埃塞俄比亚西北部的CwPD及其照顾者的角度探索污名化的生活经验。
■这项研究纳入了建构主义的扎根理论方法。数据是通过观察收集的,深入采访,和关键线人采访。通过不断比较,使用归纳和迭代扎根理论技术对数据进行编码和分类。
■研究表明,CwPD被欺负和谈论,受到怜悯,被社会排斥,在家里被蔑视,在他们的邻居,在学校。他们生活在恐惧和不确定性中,并与耻辱作斗争。这些因素影响他们的情绪,社会关系,和教育活动。
■这项研究为理解和解决残疾耻辱做出了理论和实践贡献,并有助于引入包容性教育政策,学校实践,残疾宣传。研究结果强调了提高残疾意识计划的必要性,赋权干预措施,并告知残疾政策和实践。
这项研究揭示了低收入环境中身体残疾儿童(CwPDs)遇到的耻辱经历,并从埃塞俄比亚的背景下增加了新的见解,以推进康复职业。污名是动态的和上下文相关的,并为CwPD的包容和参与教育提供了最重要的障碍。需要进行康复干预,以解决受污名化的情况,并更好地纳入CwPD。该研究表明,需要康复干预措施,以告知残疾意识,并有助于将重点从基于慈善和医学模式转移到基于社会模式的方法。该研究的结果表明,倡导使用CwPDs的生活经验和故事来提高所有利益相关者的残疾意识的重要性。
UNASSIGNED: Globally, many children with physical disabilities (CwPDs) are excluded from their education and social life, mainly due to stigma and its effects. However, information on disability stigma is scarce in low-and middle-income countries like Ethiopia. The purpose of this study, therefore, was to explore the lived experience of stigma from the perspective of CwPDs and their caregivers in northwest Ethiopia.
UNASSIGNED: The study incorporated a constructivist grounded theory approach. Data were gathered through observations, in-depth interviews, and key informant interviews. Inductive and iterative grounded theory techniques were used to code and categorize data through constant comparison.
UNASSIGNED: The study showed that CwPDs are bullied and talked about, subject to pity, socially excluded, and held in contempt at home, in their neighborhood, and at school. They live in fear and uncertainty and struggle with stigma. These factors affect their emotions, social relationships, and educational activities.
UNASSIGNED: This study makes theoretical and practical contributions to understanding and addressing disability stigma and can help to introduce inclusive education policy, school practice, and disability advocacy. The study results highlight the need for disability awareness-raising programs, interventions for empowerment, and informing disability policy and practice.
The study sheds light on stigma experiences encountered by children with physical disabilities (CwPDs) in low income settings and adds new insights from the Ethiopian context to advance the rehabilitation professions.Stigma is dynamic and contextual, and presents the most significant barrier to inclusion and participation in education for CwPDs.Rehabilitation intervention is needed to address stigmatized circumstances and enable better inclusion of CwPDs.The study shows the need for rehabilitation interventions that inform disability awareness and help to shift the focus from charity-based and medical models to approaches-based in the social model.The findings of the study revealed the importance of advocacy to raise disability awareness among all stakeholders using the lived experiences and stories of CwPDs.