Abuse of physically disabled women in Ghana: its emotional consequences and coping strategies

Abstract

Disabled women in Ghana still face various forms of abuse that appear to be generally accepted because of cultural beliefs and norms, and they employ various strategies to cope with abuse and sustain their female identity. There is the need for awareness programmes at all societal levels to eradicate prejudices and practices that expose disabled women to abuse. Implications for Rehabilitation The rehabilitation of abused disabled women should include empowering processes that enable them to overcome abusive relationships. The dignity of abused disabled women can be restored by increasing their access to rehabilitation facilities. Cultural stereotypes that legitimate abuse should be addressed in efforts to rehabilitate abused, disabled women. Abused, disabled women may increase their female identity when they engage in rehabilitation processes such as networking and participation in full-time work.

Education, Work, and Motherhood in Low and Middle Income Countries: A Review of Equality Challenges and Opportunities for Women with Disabilities

“…Kassah et al (2013) also confirm that women with disabilities are not considered to be capable of living up to female role expectations in terms of housekeeping, parenting, and motherhood. The practice of excluding women with disabilities from intimacy and married life results from the perception that they are either passive receivers of help or patients, or unable to fulfil the duties of marriage or give birth, as mentioned by Morrison et al (2014) in a qualitative study about women's with disabilities in rural Nepal.…”

“…There were: 11 qualitative studies Dark and Light Blind Care, 2008;Dhungana, 2007;Kassah, Kassah, & Agbota, 2013;Kiani, 2009;Lamichhane, 2012a;Mitra, Posarac, & Vick, 2011;Morrison et al, 2014;Naami, Hayashi, & Liese, 2012;Simkhada et al, 2013;Tuomi, Lehtomäki, & Matonya, 2015), 7 reviews (Emmett & Alant, 2006;Groce et al, 2011;Moodley & Graham, 2015;Opini, 2010;Ortoleva, 2010;Parnes et al, 2009), 1 quantitative study (Naami, 2015), 2 mixed studies (qualitative and quantitative) (Lamichhane, 2012b;Salome, Mbugua, & Ong'eta, 2013), 1 examination of UN disability convention proceedings (UN & UNC, 2012), 1 examination of domestic legislation (Gupta, 2013), and 1 conference paper (which is on the right to autonomy and self-determination) (Frohmader & Ortoleva, 2013).…”

“…For many of those who do access education, the continuation of education is also an issue. A study by Kassah et al (2013), which interviewed five women with physical disabilities in Ghana who had faced physical abuse, found that the women did not complete school because of inability to pay school fees. Braathen and Kvam (2008) also found lack of money to be a main reason for quitting school early, while Kiani (2009), in explaining the perceived inability of women with disabilities in Cameroon, noted that some families prioritize their non-disabled daughters when paying school fees, as they believe educating women with disabilities is a waste of money.…”

“…Four of the articles reviewed indicate family resistance to the education of women with disabilities (Dhungana, 2007;Kiani, 2009;Lamichhane, 2012a;Kassah et al, 2013). Some families not only deny girls with disabilities access to school, but hide them away due to fear of stigma (Gupta, 2013;Lamichhane, 2012a).…”

“…Some families not only deny girls with disabilities access to school, but hide them away due to fear of stigma (Gupta, 2013;Lamichhane, 2012a). Kassah et al (2013) explain the lack of support from parents and other family members as reluctance to support their daughters with disabilities. Respondents in that study indicated that families prioritize the education needs of their nondisabled children, because they believe that educating children with disabilities is a waste of resources.…”