Page 15 - IJPS-11-6

International Journal of
Population Studies Education of Rohingya disabled children

coping with emotions, creative thinking, respect for others, However, only 11 LCs have teachers who follow an IEP.
caring for the environment, natural hazards, hygiene- FGD participant 14 stated, “The IEP was an important
oriented skills (such as cutting fingernails, using a sanitary part of our training, and we learned how to prepare and
latrine, how to brush teeth, washing hands, cleanliness), use it. Unfortunately, we do not follow the IEP due to time
menstruation management, water-borne diseases, and constraints.”
more. It is helpful for all learners, including children with
disabilities.” 3.6. Sports, recreation, and assistive devices
A total of 96% of respondents reported that they can easily
3.5. Home-based learning, teaching materials, and participate in indoor games (e.g., ball passing, hear and
individualized plan fly, swing hands with ball, toys, and puzzles), rhymes,
According to the study’s findings, the minimum distance drama, role play, and singing with their classmates in the
between an LC and a learner’s family home is 4 m, and the LC. It was found during fieldwork that the community
maximum distance is 200 m. For the majority of learners is not fully aware of the participation of children with
(65%), the distance falls between 20 and 100 m. Donor disabilities in sports and recreational activities. The
agencies highly prioritize accommodating children with majority believed that children with disabilities are not
disabilities near LCs, but in some cases, this is not feasible spontaneous, feel shy, and are incapable of participating
due to the limited number of learning facilities compared to easily with children without disabilities. A total of 71% of
the number of learners. FGD participant 1 mentioned: “My respondents reported that they do not have sufficient space
son cannot attend the LC regularly due to a lack of support for sports and recreational activities in the camps, except
and illness. I am busy with household tasks and do not have in the LCs. Only a few (17%) respondents confirmed that
knowledge about academic learning activities. I expect home- they can play together with children without disabilities
based learning for my child. It will be helpful for other children outdoors. FGD participant 7 stated: “My son participated
with disabilities in my community who are unable to come to in outdoor sports with children without disabilities. The
the LCs.” FGD participants 4 and 6 echoed this statement. CDD arranged a small-scale football tournament. They
According to them, “We were deprived in Myanmar and provided wheelchairs, balls, and other instruments. Such
did not understand the value of education. Gradually, we initiatives are very important in establishing confidence,
are realizing its importance through messages from NGO trust, emotional expression, and overcoming disability
workers, discussion meetings, awareness sessions, dialogue barriers in the camps.”
in women-friendly spaces, and public announcements in The study’s findings confirmed that transportation
camps. Some parents still do not send their children with facilities are not available for children with disabilities.
disabilities to the LCs due to a lack of awareness, security A total of 58% of children with disabilities reported that
concerns, and shame. Girls with disabilities are particularly their parents, caregivers, Burmese teachers, and female
underprivileged in this regard. Home-based learning is very education assistants help them regularly to travel to and
important for these neglected children.” from the LC. The majority of respondents (81%) also
Our findings reveal that only a few teachers (18.75%) reported that their classmates support them in their
use accessible education materials or no-cost and low-cost learning and ensure their safety. Teachers encourage all
education materials in LCs for children with disabilities. learners to help each other in attending the LC, participating
These materials are mainly made from local resources like in classroom activities, and engaging in extracurricular
water bottles, wood, bamboo, cloth, biscuit cartons, mud, events such as reciting poems, singing, drawing pictures,
and colored paper. Unfortunately, no educational materials acting, and sports. Children with disabilities are confident
(e.g., braille, sign language tools, color contrast books) in their peer support and empowered to assist children
without disabilities. To some extent, classmates help them
are available for children with severe visual, hearing, or get to the LC and return to their families. A total of 23% of
speech disabilities. FGD participant 12 said: “We were respondents confirmed that they receive various assistive
far behind in education and understanding the rights of devices (e.g., wheelchairs, special chairs, crutches, sticks,
children with disabilities. Now our mindset has changed hearing aids, spectacles, prosthetics, and orthotics). FGD
positively after training, review, and follow-up. We use participants 2 and 9 stated: “Assistive devices are very
common learning materials for all. Now it is the right time important for our children. We are refugees and do not have
to develop appropriate educational materials for children the money to buy them. Therefore, development agencies
with disabilities and increase our technical capacity.”
should provide the required assistive devices for all persons
An IEP is a useful tool for setting learning and process with disabilities.” FGD participant 15 provided an update
objectives, particularly for children with disabilities. about the provision of assistive devices. According to him:

Volume 11 Issue 6 (2025) 9 https://doi.org/10.36922/ijps.8097