Refugees, Education, and Disability: Addressing the Educational Needs of Arabic-Speaking Refugees with Learning Challenges

Abstract

Estimates suggest there are currently over 15 million Arabic-speaking refugees and internally displaced persons. The average duration of displacement has increased from 9 years in 1993 to 17 years in 2003 (Loescher & Milner 2006) and is still increasing. It is difficult to determine the precise number of people with a disability within the refugee community. Estimates vary but at least 10% of that population have some form of disability, while others suggest that this figure is around 22%, using a broader definition of needs and including those with undiagnosed disabilities as well as psychosocial trauma (Karasapan, 2016). Based on three years of intensive development including discussions with a range of humanitarian and educational organizations, government agencies, and philanthropic entities, the authors have identified the paucity of digital educational content as a significant and pressing challenge for all Arabic learners, with a major impact upon those with additional needs or disabilities. This chapter addresses the key issues to be considered in planning for and accommodating those needs within an inclusive context.

Citation

Banes, D., Allaf, C. and Salem, M.M. (2019), "Refugees, Education, and Disability: Addressing the Educational Needs of Arabic-Speaking Refugees with Learning Challenges", Sengupta, E. and Blessinger, P. (Ed.) Language, Teaching, and Pedagogy for Refugee Education (Innovations in Higher Education Teaching and Learning, Vol. 15), Emerald Publishing Limited, Leeds, pp. 109-124. https://doi.org/10.1108/S2055-364120180000015009