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View/Open - University of Zululand Institutional Repository

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Itis the duty <strong>of</strong>the social worker as a member <strong>of</strong>the rehabilitation team to make sure that<br />

the disability grants are processed while the amputees are still prepared for discharge.<br />

The social worker has to take part in the assessment <strong>of</strong>the environment so as to assess<br />

the state <strong>of</strong>houses, yards and people inthe same dwelling. This will assist ifthere are any<br />

alterations that require financial assistance, like application for a social relief grant and<br />

other types <strong>of</strong> grants depending on the social standing <strong>of</strong> the amputees (Couper,<br />

1999:209).<br />

2.5 ANCILLARY FACfORS THAT AFFECf REHABILITATION FROM<br />

THE HOSPITAL TO THE COMMUNITY<br />

Leaving the hospital is a threatening time to the disabled person, who may feel he does<br />

not have the capacity to deal with the move to the community. One <strong>of</strong>the most deceptive<br />

aspects <strong>of</strong>rehabilitation is the condition <strong>of</strong>the patient at the time <strong>of</strong>discharge. They fear<br />

the loss <strong>of</strong>protection and reliable care, as has been done by.the hospital staff. It is also<br />

easier to deny the severity <strong>of</strong>the handicapping condition in the hospital where mobility is<br />

easier and with sophisticated equipment, such as electric wheelchairs, which mask the<br />

patient's real level <strong>of</strong>function. In addition, personal needs are provided for whereas in<br />

the community the patient is not "unlike others". Disabled patients who are not<br />

emotionally prepared to deal with separation from the hospital may put an obstacle in the<br />

way <strong>of</strong>discharge andcommunity rehabilitation (Wright, 1992:361).<br />

2.5.1 CULTIJRE<br />

Cultural attitudes and values acquired from childhood are influencing factors in the<br />

process and outcome <strong>of</strong> rehabilitation. Cultural education within the family affects<br />

matters such as how pain is perceived and expressed, what is considered physically<br />

attractive, what aspects <strong>of</strong>the body are most prized and whether this will represent the<br />

greatest loss, and s<strong>of</strong>orth. Within each culture there maybe considerable variations in the<br />

intensity <strong>of</strong> feeling towards disabled or specific handicaps. Cultural education may not<br />

prepare disabled individnals for a new life <strong>of</strong>leisure time. Cultural role expectations for<br />

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