Inclusive Education Practices for Refugee Children with Disabilities in Jordanian Schools

Muhaidat, Mohammad; Alodat, Ali M.; Almeqdad, Qais

doi:10.9756/int-jecse/v12i2.201066

Cited by 10 publications

(6 citation statements)

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“…Only one study indicated that the limited number of programs for families and children with disabilities influenced access to support (Muhaidat et al , 2020), while another study specified improving access to special education and physical therapy (Odeh et al , 2021). Finally, concerns with access to information were highlighted in one study (Pearce et al , 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Financial constraints limited access to support. The need for financial support was noted in four studies (Muhaidat et al , 2020; Oner et al , 2020): specifically to pay for healing practices (Beatson, 2013); to help meet the basic needs of the child; and pay for special education schooling outside of the camp (Werner et al , 2021). Furthermore, the type of financial support ranged from completing financial forms (Beatson, 2013), to support for caregivers attending job training, to providing scholarships for special education schools outside of the camp context (Werner et al , 2021) and to providing additional funds for education in centers (Werner et al , 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Educational standards and the qualifications of school staff influence the type of support a refugee family and their child with a disability receives. A lack of minimum inclusive education standards in terms of facilities and practices was indicated in one study (Muhaidat et al , 2020), while another study specified the need for higher quality special education and physical therapy (Odeh et al , 2021). Furthermore, three studies highlighted concerns with school staffing which included lack of qualified teachers (Muhaidat et al , 2020; Steigmann, 2020) and specifically special needs teachers (Werner et al , 2021).…”

Section: Resultsmentioning

confidence: 99%

“…A lack of minimum inclusive education standards in terms of facilities and practices was indicated in one study (Muhaidat et al , 2020), while another study specified the need for higher quality special education and physical therapy (Odeh et al , 2021). Furthermore, three studies highlighted concerns with school staffing which included lack of qualified teachers (Muhaidat et al , 2020; Steigmann, 2020) and specifically special needs teachers (Werner et al , 2021). Steigmann’s (2020) study also noted a lack of teachers in general, the lack of teachers with an immigration background and intercultural skills; insufficient knowledge regarding inclusive education by staff related to special needs education; and the importance of professionals like physiotherapists, sign language interpreters and speech therapists in mainstream schools.…”

Section: Resultsmentioning

confidence: 99%

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Experiences of refugee children living with disabilities: a systematic review

Malloy,

Rogers,

Caine

et al. 2023

IJMHSC

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Purpose Refugees living with disabilities are among the most vulnerable, isolated and marginalized populations, and, of this group, children are particularly vulnerable. The purpose of this study is to identify current knowledge and research gaps specific to the experiences of refugee families who have children with disabilities. The authors assess the quality of evidence and describe the theoretical underpinnings of research that focuses on refugee families who have children with disabilities. Design/methodology/approach The authors searched nine electronic databases from database inception for English language, peer-reviewed publications. The authors identified themes from the included studies. Findings The authors identified 10 studies that fit their inclusion criteria and shown key findings in the form of six themes. Families who have children with disabilities experience structural barriers; their experiences are impacted by family factors and the degree and kind of support received, as well as the knowledge of parents about their rights. Gender differences made visible the precarious situations experienced by girls with disabilities. Gaps in educational standards and the capacity of schools, particularly in refugee camps, were highlighted. Research limitations/implications The authors show that there is a lack of evidence-based research focusing on refugee children’s own experiences of living with disabilities. Children’s experiences that were visible were, for the most part, attended to through other’s accounts of their experiences. Many studies that the authors found (the current knowledge to date) describe children with disabilities through third-party accounts, including parents, caregivers and those who provided services to this population. There is an urgent need to explore the experiences of children who have disabilities and are displaced from their home country. Originality/value This systematic review focuses on refugee children experiences that has not been conducted before and identifies the research gaps for this group. Attention to how disabilities are understood philosophically and who are defined as refugees are needed in order for the research to accrue in ways that build a consistent body of literature. Without some consistency, it is not possible for studies to build on one another.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Experiences of refugee children living with disabilities: a systematic review

Malloy,

Rogers,

Caine

et al. 2023

IJMHSC

View full text Add to dashboard Cite

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“…A qualitative study in Jordanian refugee camps suggested that children with disabilities in mainstream settings were mostly unable to meet these student's needs. Mainstream schools suffered from high student-teacher ratios, lack of appropriate facilities, resources, and services,and limited teacher qualifications [25].…”

Section: Introductionmentioning

confidence: 99%

Inclusive education in a refugee camp for children with disabilities: How are school setting and children’s behavioral functioning related?

et al. 2022

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Many refugee children face challenges accessing education, but refugee children with disabilities are especially vulnerable to exclusion from school environments as well as social settings. Mainstreaming is considered a best practice but may not always be feasible given the limited resources available in refugee camps. The purpose of this study is to examine the extent to which school setting (i.e., special needs vs. mainstream classrooms) is associated with changes in children’s prosocial behaviors (i.e., social skills and ability to get along well with peers) and behavioral difficulties, accounting for disability status. In Kakuma Refugee Camp in Kenya, researchers collected two waves of data (approximately 2.5 years apart) for students enrolled in special needs schools (n = 78) and students who had transitioned from special needs schools into mainstream classrooms (n = 51). Children’s average prosocial scores decreased between wave 1 and wave 2, but scores from children in special needs schools decreased at a lower rate indicating potential protective factors in these settings. While children’s average total difficulties decreased over time, children’s difficulties in special needs schools decreased at a faster rate, also indicating potential protective factors. Neither severity of disability nor gender significantly predicted change in prosocial or difficulties scores. In the context of a refugee camp, mainstreaming alone may not fully address the needs of children with disabilities. Specific factors seen in special education settings, such as individualized services, accessible accommodations, and infrastructure supports, must be considered as a means of creating inclusive educational environments.

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