Page 12 - IJPS-11-6

International Journal of
Population Studies Education of Rohingya disabled children

Table 2. Focus group discussion participants: Teachers of learning centers
Participant Sex Age Education Marital status Occupation Living place
11 Male 23 Grade 12 Unmarried Burmese teacher Camp 12
12 Male 24 Grade 10 Married Burmese teacher Camp 12
13 Male 34 Grade 12 Married Burmese teacher Camp 12
14 Male 46 HSC Married Host community teacher Ukhiya
15 Male 30 BSc Married Burmese teacher Camp 12
16 Female 21 HSC Unmarried Host community teacher Ukhiya
17 Female 24 BA Married Host community teacher Ukhiya
18 Female 43 HSC Married Host community teacher Ukhiya
19 Female 21 Grade 8 Married Burmese teacher Camp 2W
20 Female 23 Grade 8 Married Burmese teacher Camp 2W
Source: Fieldwork, April to May 2023.
Abbreviations: BA: Bachelor of Arts; BSc: Bachelor of Science; HSC: Higher secondary certificate.

parents and one for teachers – were prepared in English A phenomenological and exploratory approach
and conducted in the Rohingya dialect by the author. was adopted for the FGDs with parents and teachers of
Social workers assisted with translation from the Rohingya children with disabilities. Moustakas (1994), Oke et al.
dialect to Bengali. Due to religious practices and social (2022), Ali et al. (2022), and Oke et al. (2023) describe
taboos, male and female parents participated in separate phenomenology as a method for exploring and describing
FGDs (held in Camp 7 and Camp 12, respectively). the meaning of individuals’ lived experiences of a shared
Female participants expressed greater comfort with this phenomenon. All participants had a similar experience with
arrangement. a particular issue – in this case, the education of children
Two FGDs with teachers were held in Camps 2W and with disabilities – sharing their emotions, perceptions,
12. Each session was moderated to capture the lived and preferences, interpretations, and goals. Ricci et al. (2019),
subjective experiences of the participants. The discussion Islam et al. (2019), Singh et al. (2023), and Oke et al. (2024)
took place among the participants themselves, with the emphasize that incorporating respondent surveys within
facilitator only posing questions to guide the conversation. qualitative methods strengthens participant perspectives
A tape recorder was used during the FGDs with both by enhancing adequacy and comprehensiveness. Well-
Rohingya and host community teachers. However, in constructed questionnaire items in the survey also help to
consideration of privacy and based on participant consent, ensure the content validity of the qualitative approach.
note-taking was used instead of audio recording during
FGDs with parents. 2.3. Procedures
A survey was also conducted to interview children with This study conducted a survey from April to June 2023
disabilities, adhering to the guidelines of the Module on in LCs, where children with disabilities were the main
Child Functioning: Manual for Interviewers (Washington respondents. The questionnaire comprised 26 items,
Group on Disability Statistics, 2018) to minimize functional covering aspects such as the respondent’s name, sex, age,
difficulties. Surveys were conducted in the children’s native level of education, type, and pattern of disability, distance
language with the help of translators and took place within between the LC and their home, and the availability of
the respective LCs. Each child answered 15 closed-ended ramps, pathways, gender-segregated toilets, sanitary pads,
questions about educational facilities and barriers, with water and hygiene materials, a first aid box, sufficient
each interview lasting approximately 20 min. Only the lighting, seating arrangements, appropriate learning
interviewer, a female, and a male social worker were present materials, the use of an Individualized Education Plan
during the sessions. The social workers facilitated seating (IEP), referral systems, transportation facilities, assistants
arrangements, translated the Rohingya dialect, obtained for easier access, assistive devices, a joyful learning
caregiver consent, and ensured the children returned environment, peer support, participation in life skills and
safely to their families. They also collected LC-specific data personal hygiene sessions, sports and recreational facilities
such as the availability of a first aid box, menstrual hygiene (both within and outside the LC), and the attitudes of
products, and referral pathways. teachers and community members toward them.

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