Page 17 - IJPS-11-6

International Journal of
Population Studies Education of Rohingya disabled children

refugees. The present study found that while children 4.1.6. Inclusive sports and recreation
with disabilities have opportunities for indoor games and NGOs should organize inclusive sports and recreational
recreation in LCs, only 17% have access to inclusive sports activities by providing the necessary instruments and
and recreation outdoors.
materials. The “education focal point” of each camp
This study revealed that negative attitudes among should lead the mobilization of community members and
parents and caregivers toward children with disabilities representatives from other service-providing organizations
still prevail, although they are gradually improving due to support inclusive sports and recreational events in
to various interventions by NGOs. However, awareness outdoor spaces.
and sensitization within the broader community remain
insufficient. The essence of “social system theory” and 4.2. Limitations of the study
“community development theory,” such as networking We obtained consent from the caregivers of children
among relevant actors, institutional coherence, participation, and FGD participants, as well as permission from camp
decision-making, collective action, and empowerment, is authorities. However, approval was not sought from
comparatively weak in the Rohingya camps. any educational institution. This study has some specific
4.1. Recommendations limitations that should be considered. The sample sizes
were relatively small, and the sampling method employed
Education for children with disabilities in Rohingya was non-probability purposive sampling. Therefore,
refugee camps requires a multisectoral approach and generalizing the study’s findings should be done with
interventions. The major recommendations are as follows: caution, and further replication of the study is necessary.
4.1.1. Training and capacity building It is important to note that this study was conducted
with the assistance of translators. Although they were
Training and refresher courses for teachers must be bilingual in both Bengali and the Rohingya dialects, future
conducted periodically with updated modules. Orientation studies may benefit from engaging certified translators
and awareness sessions should be arranged for the or collaborating with native speakers of the participants’
community education support groups, parental support language. Nonetheless, we firmly believe that the results of
groups, youth volunteers, Majhi (headmen), religious this research will be of significant value to all stakeholders
leaders, and parents/caregivers to educate them about the involved in promoting the well-being of children,
rights of children with disabilities.
particularly to enhancing the education of children with
4.1.2. Ramps and accessible toilets disabilities in refugee camps.
It is essential to construct ramps and accessible toilets 5. Conclusion
in LCs. Donor agencies and NGOs should collaborate
incessantly to ensure their availability. This study examines the contextual situation of the
Rohingya refugee camps, specifically focusing on the
4.1.3. Home-based learning facilitators and key barriers to education for children with
The Education Sector in Cox’s Bazar should continue disabilities. NGOs are making efforts to ensure education
to advocate with the Refugee Relief and Repatriation for Rohingya children through donor-driven support.
Commission organizations for the general approval of However, children with disabilities are not receiving
home-based learning for children with disabilities. the special provisions outlined in the United Nations
Convention on the Rights of Persons with Disabilities and
4.1.4. Teaching materials the United Nations Convention on the Rights of the Child
The Education Sector in Cox’s Bazar should take immediate in their entirety. Although Bangladesh has not signed
action to ensure the availability of specialized educational the 1951 Refugee Convention and its 1967 Protocol, it
materials for children with disabilities. has ratified the aforementioned conventions, making
it the responsibility of the state to fulfill the rights of all
4.1.5. Transportation and equipment children. This study not only focuses on identifying gaps

Donor agencies and NGOs should arrange appropriate but also highlights the best practices and provides specific
means of transportation and equipment, where applicable. recommendations that require the involvement of relevant
NGOs must appoint more community volunteers, similar stakeholders. Finally, this study calls upon donor agencies
to the “Female Education Assistant for Girls Only Session,” to ensure sufficient funding and its proper utilization
to support children with disabilities in traveling to and to enhance the education of children with disabilities,
from LCs and their shelters. recognizing them as global citizens.

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