All recent findings by international bodies concerned with youth affairs confirm that the number of youth is increasing tremendously. The most worrying issue on these findings is that the majority of these youth fail to get their basic... more
All recent findings by international bodies concerned with youth affairs confirm that the number of youth is increasing tremendously. The most worrying issue on these findings is that the majority of these youth fail to get their basic human rights/needs hence being rendered vulnerable and unproductive. The situation has become even worse for the youth with disabilities. This paper presents the current status of youth in higher education, with focus on the youth with disability. It highlights how inclusive education has helped in formulation of educational materials that considers their differences. This paper then proposes a formal model based on the current rampant innovations in ICT, media and telecommunications that can answer the education problem among the youth, most especially, those with disabilities.
Although a proliferation of participatory studies has explored youth sexuality in the African context, very few studies have included youth with disabilities. This is inevitably a result of the misconceptions surrounding disabled... more
Although a proliferation of participatory studies has explored youth sexuality in the African context, very few studies have included youth with disabilities. This is inevitably a result of the misconceptions surrounding disabled sexualities and youth with disabilities’ competence in undertaking research. This article argues against these misconceptions by outlining a participatory sexuality study that worked with youth with disabilities as co-researchers in South Africa. In discussing the experiences of the young disabled co-researchers, the article troubles the constructs of power and empowerment in youth participatory research.
Education Programs (Grant H324W010005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no endorsement by the department should... more
Education Programs (Grant H324W010005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no endorsement by the department should be inferred. The authors wish to express their gratitude to Dr. Selete Avoke for his support of this project and his thoughtful critique of this and other reviews and to the project staff of the What Works in Transition: Systematic Review Project for their handling of innumerable minutiae, espe-cially the careful retrieval and coding of research articles. Correspondence concerning this article should be addressed to Morgen
