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Background: Access to assistive technology (AT) is poor in African countries because of a lack of knowledge, resources, services and products. A mobile application, the AT-Info-Map, was developed to map AT availability in southern Africa.

Objectives: This article aimed to describe users’ and suppliers’ perceptions of the AT-Info-Map app.

Method: Qualitative data were collected in Zambia, Botswana, Malawi and Lesotho, through nine focus group discussions with 72 participants. Participants included AT users, AT suppliers and representatives of disability organisations. Data were thematically analysed.

Results: Two broad themes, that is, usefulness of the AT-Info-Map application and technical issues and content, emerged from the data analysis. Subthemes under usefulness focused on the importance of using current technology, convenience of the app, the need for accuracy, responsiveness of supplier to user’s needs, influence on AT market and how the app creates an opportunity for networking. Challenges to download and navigate the app, the need for training in its use, exclusion of those not literate in English and those with visual impairments were subthemes under technical issues and content.

Conclusion: The app was perceived as an important step to increase access to AT for persons with disabilities in less resourced settings. The challenges that emerged from the data analysis have led to the development of a web-based system that will complement or replace the app and improve AT information provision. However, the information provided by the app and website is still only a partial solution to improve AT access in Southern Africa.

African Journal of Disability, Vol 8, 2019

This article presents the results of the first scoping review to examine the extent, nature and range of disability among people living with HIV in HIV hyper-endemic countries. The studies indicate that people living with HIV experience a variety of disabilities. Impairments in body structure/function comprise the majority of data, with particular focus on mental function. Data on activity limitations and participation restriction were limited, however, they were recorded. They indicate severe impact on people’s life and possible adherence. The review argues that the time has come to elevate the focus holistically on health and life-related consequences of living with HIV and to integrate disability into the discussions and approaches to HIV care

World Journal of Aids, Vol 3, No 3

Although people with disabilities are often at increased risk of exposure to HIV, this policy brief outlines that less than half of the national strategic plans in Eastern and Southern Africa recognise disability as an issue of concern. Recommendations are provided to governments and civil society on how to address the issue effectively. This policy brief would be useful to people interested in HIV policies in Africa

The use of language for every day communication has been and continues to be an essential element of any teaching and learning environment. In this paper, the focus is on the teaching -learning communication in the education of the learners with deafness. While experiences indicate that some people in Botswana are showing more and more interest in Sign Language as a mode of instruction in the classroom, it is also true that many are far from understanding the "Deaf Culture" and to use sign language in the teaching and learning of deaf students. To a great extent, deaf people in Botswana are still disadvantaged and discriminated against, by their condition. A survey carried out in 2004 (1) revealed that some current practices in the mainstream secondary school of Botswana make it difficult for deaf students to progress. While, for example, participants preferred Total Communication; in practise, Signed English is used. Thus, this paper takes a stance that if practices conflict with preference, low performance should be expected. This is currently the situation at the mainstream secondary schools in Botswana, deaf students' inability to hear has become their inability to learn and progress in education. This could be avoided. In this 21st century, being unable to hear is not a barrier to learning, as we are aware that Sign Languages are there as full languages, for the education of deaf.

Asia Pacific Disability Rehabilitation Journal, Vol 19, No 1

Outlines the situation of women and girls with regard to vulnerability to HIV and access to treatment. Makes recommendations for US policy reflecting the links between abuses against women and girls, and HIV/AIDS. Describes treatment programmes in Botswana and South Africa, and work around community mobilization and the involvement of civil society in ensuring access to ARV treatment

This policy briefing sets out the background of the HIV pandemic and notes thats its impact has transformed childhood. Findings from a study in Botswana assessing the impact show results in areas of childcare, caring for sick children and parental time with children. Policy recommendations are made concerning the implications for the quality, quantity and nature of early childhood care and education services needed, and also for the supports that are necessary to enable parents and extended family members to care for children who are affected and infected by HIV