Refugees flee crisis situations, but then experience new crises in settlement contexts. This affects access to, and success in, education. Refugee populations include disabled people who have been ‘invisible’ in policy and service provision. Girls are the most vulnerable in this group. Little is known about the challenges and opportunities disabled refugee students face to be included in education, especially in the Global South, which hosts most of the world’s refugees. This interdisciplinary project aims to understand the educational inclusion and exclusion of disabled refugee students, particularly girls, in South Africa, Uganda, and Zimbabwe – countries with different approaches to settlement. Using quantitative and qualitative methods in a multiple case study we will deliver evidence that will impact policy and practice, such that these students become visible and included in education. This will benefit individuals, families and societies and contribute to ensuring inclusive and equitable quality education for all.
Click here to read about the project aims.
Funded by The British Academy Learning in Crises grant.
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