Page 16 - IJPS-11-6

International Journal of
Population Studies Education of Rohingya disabled children

“We have recently completed a rehab assessment in Camp been meeting essential needs since 2017, and assistance is
12 with the technical assistance of Handicap International still ongoing. From this perspective, the operationalization
– Humanity and Inclusion and CDD. As far as I know, of foreign aid and cooperation theory appears to be more
such assessments are ongoing in other camps. Hopefully, effective in ensuring that children with disabilities obtain
learners will get the required assistive devices.” their right to education.

3.7. Attitude of caregivers and harassment Drame & Kamphoff (2014) demonstrated that
accessible toilets and ramps in schools increased the
This study found that the attitudes of parents/caregivers interest of children with physical disabilities in attending
were initially negative towards children with disabilities. school regularly in Senegal. This study found that 95% of
These children were perceived as underperforming selected LCs do not have ramps, and out of 80 LCs, only
compared to children without disabilities and as slow two have disability-accessible toilets. The construction of
learners. However, these attitudes have improved to some ramps and accessible toilets remains a very low priority for
extent. FGD participant 5 revealed: “Once we believed education actors.
these children were not fit for education. They had no bright
future and were a burden on the family. Now we are positive Crea et al. (2022) emphasized that teacher capacity
due to receiving proper information and counseling.” In building and the creation of a joyful learning environment
this connection, FGD participant 18 added: “Changing are preconditions for fulfilling the needs and rights of
attitudes in a positive manner is a time-consuming process. children with disabilities living in refugee camps in Kenya.
It cannot be done overnight. We arrange monthly parent’ This study found that while teachers in LCs are trained in the
meetings, community-led awareness sessions, information education of children with disabilities, further improvement
dissemination about the care and rights of children with is needed, especially in the use of accessible education
disabilities through EdTech (e.g., audio episodes), and materials, the implementation of IEPs, and sensitizing the
frequent home visits. We should work more to improve community about the rights of children with disabilities.
the attitudes of parents/caregivers toward children with The IEP is not properly implemented due to inadequate
disabilities.” follow-up with teachers. However, it remains a useful tool
for setting learning and process objectives, particularly for
A total of 92% of surveyed respondents reported children with disabilities, to help maximize their potential.
being victims of bullying and harassment. In the It involves several steps, such as identifying the child’s
majority of cases, family members, neighbors, relatives, difficulties in following the regular curriculum, assessing
and particularly community members were involved. enrollment status, the use of assistive devices, assessing
This hindered their personal well-being, especially strengths and weaknesses in learning and social skills, and
their concentration on education. FGD participant 16 collaboratively setting realistic and measurable goals across
expressed concerns about bullying and harassment. affective, cognitive, and psychomotor learning domains. It
According to her, “Eve-teasing, bullying, harassment, also includes planning activities under each goal, outlining
and violence – especially toward girls and females implementation strategies (e.g., resources, teaching
– are common in the host community. Some people techniques, adapted learning materials, timeframes, types
are involved in bullying and harassment of persons of support, and responsible parties), monitoring and review,
with disabilities. It is more severe in the Rohingya and summative assessment. This approach helps teachers,
camps. There is no alternative to mass awareness about parents, caregivers, and other support groups ensure the
the demerits of bullying and harassment. Therefore, learning progress of children with disabilities.
community engagement and mobilization interventions
must be increased to reduce such harmful practices.” Rugoho & Shumba (2018) identified that the
distribution of assistive devices by NGOs to refugee
4. Discussion students with disabilities in Zimbabwe increased their
confidence and provided easier access to LCs, as students
Policy direction is one of the key facilitators for the
education of children with disabilities. Malak et al. (2013) often lack the financial means to purchase these devices.
identified that policy guidelines related to inclusive The current study revealed that the provision of assistive
education in Bangladesh tended to be low-leverage tools. devices is not at a satisfactory level. It was also found
They did not necessarily lead to changes in practice. In that children with disabilities do not have access to
contrast, the present study found that the policy priorities transportation facilities.
and operational approaches of donor agencies have been Ley and Barrio (2019) noted that inclusive sports,
especially helpful in the enrollment of children with physical activity, and recreation are beneficial for the
disabilities in difficult settings. Humanitarian agencies have mental well-being of children with disabilities, especially

Volume 11 Issue 6 (2025) 10 https://doi.org/10.36922/ijps.8097