Page 14 - IJPS-11-6

International Journal of
Population Studies Education of Rohingya disabled children

building. We try our best to bring them to nearby LCs. low-cost materials to prepare this map. Teachers maintain
Our supervisors assist dedicatedly during the survey of close contact with the designated focal person of respective
new learners, discussions with parents of children with agencies in the camp. It is beneficial for all learners,
disabilities, and prioritize their admission. Our funding including children with disabilities.”
agency has a directive to prioritize children with disabilities The referral pathway includes identifying the referral
during new enrollment in LCs.” We found that this is one of needs of children with disabilities and reaching an
the key facilitators in ensuring the provisions and rights of agreement with them and their caregivers, contacting
children to access education are upheld. FGD participants referral service providers, using referral forms, obtaining
#3 and #8 added: “World Food Program ensures a fresh
food corner for children with disabilities. Each child with sign-in consent forms, ensuring follow-up, and providing
feedback to beneficiaries. Unfortunately, only 13 LCs have
disabilities receives extra food valued at United States properly followed and recorded the referral pathway. It is
Dollars 2.50.”
evident that the referral system for specific services for
3.3. LC children with disabilities is receiving less attention. FGD
participant 11 expressed concern about this, saying: “The
We observed that each LC is decorated with low-cost referral pathway is very helpful in referring children with
materials, including drawings of animals, flowers, birds, disabilities to different services, such as nutrition, health,
trees, Burmese and English letters, numbers, words, and protection when needed. One of my learners with a
messages, songs, the Myanmar anthem, days of the week,
months of the year on art paper, charts, flipcharts, hand- physical disability obtained a Service Card from the Centre
made crafts, posters related to personal hygiene, and for Disability in Development (CDD). The CDD provides
sketches by children, among others. LCs in the Rohingya a Service Card with a barcode and offers door-to-door
camps are located in the hilly areas of Cox’s Bazar. In rehabilitation services. I do my best to keep a record of the
general, the size of one large LC with an extended room referral system.”
is 48.77 m (length: 7.62 m; width: 6.40 m), and the height 3.4. Knowledge and attitudes of teachers
2
is 3.66 m. LCs are made of bamboo, have brick floors,
and are roofed with tarpaulin. All surveyed LCs have In the Rohingya refugee context, Handicap International
fire extinguishers, a first aid box, jars of drinking water, – Humanity and Inclusion specializes in building the
handwashing devices, menstrual pads, a complaint box, a capacity of teachers (i.e., Burmese teachers and host
festoon displaying six core principles on Protection from community teachers) and personnel from implementing
Sexual Exploitation and Abuse, and learning materials. NGOs regarding disability inclusion in the education
The Education Sector in Cox’s Bazar has set a standard system. Partner NGOs organize training sessions, during
capacity of 40 learners per shift. However, this study shows which Handicap International – Humanity and Inclusion
that one shift accommodates an average of 49.27 learners, provides technical guidance. It was found that 156 teachers
resulting in overcrowded classrooms. (85 males and 71 females) from 80 selected LCs have
received training on inclusive education, accounting for
In 2017, there were no pathways in the Rohingya 97.50% of the total. Their knowledge and attitudes have
camps except in two registered camps. Gradually, the improved over time. In this regard, FGD participant 13
site management constructed pathways and this work commented: “Training on inclusive education (mostly
is ongoing. It was found that 15 LCs (18.75%) still have focused on education for children with disabilities)
no pathway for easy access. Unfortunately, ramps are not changed our mindset. I have received this training twice.
available in 76 LCs (95%). A total of 46 LCs have their own I did not have knowledge about the education of children
gender-segregated toilets with signs for boys and girls. with disabilities. Now I believe that there is no difference
Learners from 34 LCs use community toilets. Regrettably, between children with disabilities and children without
only two LCs have disability-accessible toilets. Service disabilities. I am more aware of their rights. I visit the homes
mapping is available in 69 LCs (86.25%), which includes of my students if they are absent for four consecutive days.
the name of the focal person, phone number, and service- Through home visits, I can find out the reason for their
providing organizations such as camp administration,
gender-based violence case management, child protection absence and motivate both the student and their parents to
case management, legal assistance, health services, food send the student to the LC.”
and nutrition, rehabilitation services, as well as water, Life skills and personal hygiene sessions are conducted
sanitation, and hygiene facilities. FGD participant 20 for all learners twice a week. FGD participant 17 mentioned:
stated: “We hang the service mapping in a visible place “We discuss topics such as the growing body, balanced diet,
in our LC with all the required information. We use very self-awareness, the dangers of smoking, kindness, and love,

Volume 11 Issue 6 (2025) 8 https://doi.org/10.36922/ijps.8097