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Inclusive education for children with disabilities in a refugee camp
Thomas M Crea1, Kerri Evans2, Robert G Hasson3
1Professor and Assistant Dean of Global Programs at the School of Social Work, Boston College, United States.
Disasters
|March 16, 2022
Summary
Mainstreaming refugee children with disabilities in schools improves prosocial behaviors. However, this benefit diminishes when considering emotional and behavioral difficulties, indicating a need for additional support beyond mainstreaming alone.
Area of Science:
- Education
- Psychology
- Refugee Studies
Background:
- Children with disabilities in refugee camps face significant educational barriers and marginalization.
- Mainstreaming is considered a best practice for educating students with disabilities.
Purpose of the Study:
- To investigate the impact of mainstreaming on prosocial behaviors of children with disabilities in a refugee camp.
- To assess whether emotional and behavioral problems mediate the effects of mainstreaming.
Main Methods:
- Cross-sectional study in Kakuma Refugee Camp, Kenya.
- Data collected from parents of children in special needs education (n=65) and those transitioned to mainstream (n=81).
Main Results:
- Children in mainstream settings showed better prosocial behaviors.
- The positive effect of mainstreaming on prosocial behaviors disappeared when controlling for emotional and behavioral difficulties.
Conclusions:
- Mainstreaming alone is insufficient for improving psychosocial and educational functioning of refugee children with disabilities.
- Dedicated support, infrastructure, and a dual focus on disability-specific and inclusive initiatives are crucial.
Keywords:
educational inclusionforced displacementmainstreamingrefugee campsrefugeesspecial needs educationMore Related Videos
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