Page 10 - IJPS-11-6

International Journal of
Population Studies Education of Rohingya disabled children

opportunities, specialized educational materials, and (1981) describes community development theory
skilled personnel – are necessary to meet their needs. as participative, distributive, and focused on human
Yates et al. (2019) further highlight that foreign aid and development. Lane (1995) further emphasizes the pivotal
local ownership are equally important in advancing the role of participation in development theory, whereas Hall
education of children with disabilities. & Midgley (1986) highlight that community participation

This study adopts three theoretical lenses – social systems is informed by social work, development theory, radical
theory, foreign aid theory, and community development community action, and Western ideologies. The decision
theory – to construct its conceptual foundation and develop to employ social systems theory, foreign aid theory, and
an operational framework for examining facilitators and community development theory was driven by their
barriers to education for children with disabilities in the relevance in explaining and linking the structural, financial,
Rohingya camps. Rapp and Corral-Granados (2024) and participatory factors influencing the education of
noted that education for children with disabilities is often children with disabilities in Rohingya camps.
framed through normative concepts such as “justice” and Figures 3 and 4 present the theoretical and operational
“democracy.” However, operationalizing these ideals in frameworks of this study.
real-world contexts is challenging due to the subjective
interpretations that vary across time and place. For 1.3. Research questions
instance, educational systems often apply context-specific
inclusion and exclusion criteria. Nevertheless, the current This paper aims to examine the major facilitators and
study seeks to move beyond these contextual limitations barriers to education for children with disabilities
and examine the education of children with disabilities living in Rohingya camps and to provide actionable
through a normative, rights-based lens. recommendations. We address two key research questions:
(i) What are the major facilitators and barriers to
Social systems theory, developed by Luhmann in 1995, education for children with disabilities?
views society as a network of interactions among various (ii) What are the key areas of intervention for relevant
actors and institutions, structured through shared cultural stakeholders to enhance educational opportunities for
norms. It explains the relational dynamics between children with disabilities?
individuals, groups, sub-groups, and institutions. In this
context, the Rohingya are victims of targeted violence 2. Data and method
and live as stateless refugees, forming a unique societal
subsystem within refugee camps. The study design serves as a comprehensive framework or
step-by-step process for achieving the research objectives.
In terms of foreign aid, Wamboye et al. (2013) found that It outlines the study instruments, sample population,
it promotes a safer environment for refugees, supporting sampling procedures, data collection methods, analysis
essential areas such as nutrition, health, and education. techniques, and the ethical considerations addressed. This
Similarly, Burde et al. (2017) emphasize the value of study employs both qualitative and quantitative descriptive
foreign assistance in education during emergencies and approaches.
post-emergency recovery, helping to safeguard children’s
emotional and behavioral well-being. Pankaj (2005) Table 1. Focus group discussion participants: Parents of
outlines two competing perspectives in foreign aid theory: children with disabilities
(i) pro-aid, which views aid as a catalyst for peace and
prosperity between developed and developing nations, Participant Sex Age Education Relationship Living place
and (ii) anti-aid, which critiques aid as a form of neo- 1 Female 27 Illiterate Mother Camp 7
imperialism that perpetuates inequality. In the context of 2 Female 36 Grade 5 Mother Camp 7
the Rohingya crisis, foreign aid has played a crucial role 3 Female 30 Illiterate Mother Camp 7
in meeting basic needs such as food and shelter. However, 4 Female 38 Illiterate Mother Camp 7
as the Rohingya population has remained in camps since
2017, there is now an urgent need for foreign agencies 5 Female 32 Grade 3 Mother Camp 7
to prioritize strategies for their safe and sustainable 6 Male 30 Grade 4 Father Camp 12
repatriation to Myanmar. 7 Male 36 Illiterate Father Camp 12

Community development is a process of socioeconomic 8 Male 35 Illiterate Father Camp 12
improvement that empowers individuals and groups 9 Male 52 Grade 4 Father Camp 12
to collaborate in enhancing their living standards and 10 Male 31 Grade 8 Father Camp 12
expanding their opportunities (Weil et al., 2005). Pandey Source: Fieldwork, April – May 2023.

Volume 11 Issue 6 (2025) 4 https://doi.org/10.36922/ijps.8097