The Educational Experiences of Syrian Refugee Children With Disabilities in Jordan

• In Event: Examining the Educational Experiences of Refugee Children With Disabilities in Jordan, Canada, and Kazakhstan

Abstract

Objective: This study investigated the educational experiences of Syrian refugee children with disabilities in Jordan.

Perspective: Jordan is the second largest refugee hosting nation in terms of refugee to citizen ratio (UNHCR, 2023). Rohwerder (2018) reported that about 22% of Syrian refugees in Jordan and Lebanon have disabilities. The exact number of refugee children with disabilities (RCDs) in Jordan remains difficult to determine; however, RCDs likely represent the most affected and vulnerable group within Jordan’s refugee population (Crock et al., 2015).

Methods: This study utilized a phenomenological-hermeneutical approach to data analysis (Guillen, 2019). This approach is appropriate when attempting to understand individuals' lived experiences through the interpretation of objects, texts, and concepts (Dyer, 2010; Friesen, Henriksson, & Saevil, 2012). This method utilized arts-based and interview data in applying analysis techniques.

Data: Eight semi-structured parent interviews were conducted and analyzed in Arabic. Arts-based activities with children with disabilities were used to create relevant data. Arts based child data was collected using drama, drawing, narrative writing, collage (Draw-It), and verbal storytelling. The ‘Draw-It’ scale, designed and validated by Aladwan in 2021 in the Jordanian context was an additional source of data. Contemporaneous reflective researcher notes and video records taken during the arts activities were also produced and analyzed.

Results: Seventeen RCDs and eight parents participated in the study. Two themes (Asylum status and disability characteristics) were found to influence educational experiences. Within these broad themes, four categories were identified (Psychological impact, Consequences of asylum status, Health concerns, Academic performance) (Table 1). Analysis indicated a significant need for psychological support for refugee children with disabilities (Table 2). Findings further indicated that the asylum status had several consequences that affected RCDs educational experiences including status impact upon the children’s social interactions and overall financial well-being (Table 3). Health concerns were related to the impact of dis/ability on the educational experiences (Table 4) and academic performance was a significant theme that appeared throughout the interviews and activities' data (Table 5).

Scholarly significance: Findings suggest that regarding RCDs in Jordan, additional support is needed. Psychological supports should be more widely accessible financially, physically, and cognitively to address the effects of fear, social isolation, and emotional distress. Additionally, social integration activities should be developed to encourage inclusive multicultural interactions between Syrian and non-Syrian students. Finally, inclusive individualized educational programs for all students with disabilities should receive additional support. These findings underscore the necessity for supplementary assistance measures aimed at aiding refugee children with disabilities in Jordan. Effectively addressing these issues will contribute to fostering an educational setting that is fair and inclusive for this vulnerable group.

Authors

• Ali M. Alodat, Qatar University and Yarmouk University

• Alhanof Aldabaibeh, Yarmouk University

• Reem AlKharouf, Yarmouk University