Page 13 - IJPS-11-6

International Journal of
Population Studies Education of Rohingya disabled children

Notably, 15 items were asked directly to each child, and reliable. Validity refers to how accurately a method
focusing on aspects such as joyfulness, home-based measures the aspects it is intended to measure. In some
education, peer support, outdoor sports, and bullying cases, the survey respondents’ answers were cross-checked
experiences. The interviewer tailored the questions to suit with documents from the LC.
the children’s level of understanding. For example, pictures,
body language, signs, and facial expressions were used to 2.6. Research ethics
ensure better comprehension, particularly for children We ensured that ethical considerations were upheld
with intellectual disabilities. The remaining 11 items – such throughout the entire process, from fieldwork to the
as a first aid box, accessible pathways, and referral systems publication of the paper. Respondents were clearly
– were verified by two social workers through physical informed that the data would be used solely for academic
inspection of the LCs. The involvement of social workers research purposes and that the confidentiality of all data
was instrumental in ensuring accurate data collection, and participant comments would be maintained. Leading
reducing the authors’ workload, and saving time. and sensitive questions were avoided, and we ensured
the use of language that respected dignity, privacy,
2.4. Analytical strategies
anonymity, and equality and was age-appropriate. This
The Statistical Package for the Social Sciences and ATLAS. paper includes significant findings and references from
ti (Windows 8 version) were used to analyze the survey relevant literature.
and FGD data, respectively. These software tools facilitated
comparative analysis, such as examining the number of 3. Results
pathways in LCs between 2017 (the year of the Rohingya 3.1. Profile of participants
refugee influx) and the study period. They also supported
the generation of approximate codes. The coding process A total of 20 participants attended four separate FGDs.
enabled the interpretation of text categories and the The profiles of the FGD participants are provided in
identification of emerging themes. Furthermore, relevant Tables 1 and 2. Out of the 100 selected children with
verbatim quotes were used in this study to establish a disabilities, 53 are boys and 47 are girls. The majority (59%)
strong connection between specific codes and interview of learners are from Grades 1 and 2. The age range of 73%
data. Using exact quotes helped bridge the gap between of the learners is between 8 and 12 years; 6% are below
the reader and the participants. In addition, a consistent 8 years, and 21% are above 12 years. Among the children,
labeling system was applied to the survey data to identify 31% of the children have intellectual disabilities, 16% have
themes aligned with the research questions. speech disabilities, 14% have physical disabilities, 10%
have hearing disabilities, 8% have visual disabilities, and
2.5. Reliability and validity the remaining 21% have multiple disabilities (i.e., physical
Regarding the reliability and validity of qualitative and intellectual) or other types of disabilities.
methods, Cypress (2017) emphasizes the importance of Based on the data analysis of benefits, barriers, and
confirming these factors during the inquiry process rather strategies, the following section highlights the main
than through post-evaluation. The approach must be themes, including donor policy, the LC environment,
process-centric. We followed a step-by-step procedure for teachers’ knowledge and attitudes, learning materials and
conducting FGDs. For instance, we established inclusion approaches, harassment, and other factors.
criteria such as voluntary participation, a minimum of
1 year’s teaching experience in an LC or working with 3.2. Policy of humanitarian agencies
children with disabilities, being a parent of a child with The Cox’s Bazar education sector and donor agencies
disabilities, a minimum age of 18, and experience living in prioritize the education of children with disabilities. They
Rohingya camps. We also ensured a manageable number seek technical support from Handicap International –
of participants, gender-segregated seating for parents, Humanity and Inclusion for the identification of children
open-ended questions to elicit honest responses, effective with disabilities, module development, and capacity
time management, culturally appropriate facilitation, and building for teachers and personnel of implementing
audio recording of the conversations. partners. Donor organizations set targeted figures for
We conducted a pilot study with six respondents to implementing partners to prioritize the admission of
test the children’s survey. The respondents agreed with the children with disabilities in LCs. FGD participant 15
items on the questionnaire and proposed the addition of shared his perspective: “Some parents are not interested
three more questions. This feedback provided evidence in sending children with disabilities to LCs. However, we
that the construction of the questionnaire was systematic motivate them through home visits and personal rapport

Volume 11 Issue 6 (2025) 7 https://doi.org/10.36922/ijps.8097