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Inclusive education of refugee students with disabilities in higher education: a comparative case study

Author

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  • Maha Al-Hendawi

    (Qatar University)

  • Ali M. Alodat

    (Qatar University
    Yarmouk University)

Abstract

The United Nations Sustainable Development Goal 4 (SDG-4) calls for the establishment of an inclusive education system for all students. As conflicts, persecution, and natural disasters continue to displace millions globally, the duration of refugee situations has become increasingly extended. The complexities of exile have further entangled the human rights issue, making it essential for affected individuals to seek sanctuary in other countries. These crises not only uproot families but also disrupt livelihoods and educational systems. Consequently, the onus has been on international laws and policies to promote and protect inclusive education as a human right for students with disabilities. In this study, using mixed methods, we first conducted interviews with two Syrian students with disabilities at Yarmouk University in Jordan and Qatar University in Qatar. Thematic analysis of these interviews yielded three primary themes: equity in educational opportunities, services provided, and challenges facing inclusive education. Following the interviews, we conducted a document analysis to evaluate the educational policies at both institutions. We used the 4-A framework for this evaluation, emphasizing that educational systems should be Available, Accessible, Acceptable, and Adaptable. The analysis indicated significant disparities in how closely each institution adheres to the principles of the 4-A framework. The findings indicate that inconsistencies in policy implementation, unequal access to financial aid, and difficulties in career planning are influenced by cultural, social, political, and economic factors.

Suggested Citation

  • Maha Al-Hendawi & Ali M. Alodat, 2023. "Inclusive education of refugee students with disabilities in higher education: a comparative case study," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-02410-6
    DOI: 10.1057/s41599-023-02410-6
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    References listed on IDEAS

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    1. Ali M. Alodat & Marcia Gentry, 2022. "Gifted education of Syrian refugee students in Jordan: SWOT factors (strengths, weaknesses, opportunities, and threats)," Gifted and Talented International, Taylor & Francis Journals, vol. 37(1), pages 42-55, January.
    2. Theocharis Kromydas, 2017. "Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential," Palgrave Communications, Palgrave Macmillan, vol. 3(1), pages 1-12, December.
    3. Pinar Yazgan & Deniz Eroglu Utku & Ibrahim Sirkeci, 2015. "Syrian Crisis and Migration," Migration Letters, Migration Letters, vol. 12(3), pages 181-192, September.
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