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Inclusive education for children with disabilities in a refugee camp

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dc.contributor.authorCrea, Thomas M.
dc.contributor.authorEvans, Kerri
dc.contributor.authorHasson III, Robert G.
dc.contributor.authorNeville, Sarah
dc.contributor.authorWerner, Kelsey
dc.contributor.authorWanjiku, Elizabeth
dc.contributor.authorOkumu, Nobert
dc.contributor.authorArnold, Gregory St.
dc.contributor.authorVelandria, Eric
dc.contributor.authorBruni, Daniela
dc.date.accessioned2023-10-10T18:41:12Z
dc.date.available2023-10-10T18:41:12Z
dc.date.issued2022-03-16
dc.description.abstractChildren in refugee camps, and particularly those with disabilities, face unique challenges in accessing education and are at high risk of being marginalised. Best practices suggest that main-streaming is the optimal strategy for serving students with disabilities. This study examines the extent to which mainstreaming in a refugee camp helps to promote children's prosocial behaviours, taking into account their emotional and behavioural problems. In Kakuma Refugee Camp, Kenya, researchers collected data from the parents of children currently enrolled in special needs education centres (n=65) and from those formerly enrolled at these facilities who transitioned to mainstream classrooms (n=81). Children in mainstream schools functioned better in terms of prosocial behaviours, but this relationship disappeared when factoring in children's emotional and behavioural difficulties. In the context of a refugee camp, mainstreaming alone is not likely to help children's psychosocial and educational functioning, which requires dedicated supports, appropriate facilities and infrastructure, and a dual focus on disability-specific and disability-inclusive initiatives.en_US
dc.description.urihttps://onlinelibrary.wiley.com/doi/10.1111/disa.12534en_US
dc.format.extent21 pagesen_US
dc.genrejournal articlesen_US
dc.genrepreprintsen_US
dc.identifierdoi:10.13016/m2tvsi-jjs2
dc.identifier.citationCrea, T.M., Evans, K., Hasson, R.G., III, Neville, S., Werner, K., Wanjiku, E., Okumu, N., Arnold, G.S., Velandria, E. and Bruni, D. (2023), Inclusive education for children with disabilities in a refugee camp. Disasters, 47: 99-113. https://doi.org/10.1111/disa.12534en_US
dc.identifier.urihttps://doi.org/10.1111/disa.12534
dc.identifier.urihttp://hdl.handle.net/11603/30065
dc.language.isoen_USen_US
dc.publisherWileyen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC School of Social Work
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis is the pre-peer reviewed version of the following article: Crea, T.M., Evans, K., Hasson, R.G., III, Neville, S., Werner, K., Wanjiku, E., Okumu, N., Arnold, G.S., Velandria, E. and Bruni, D. (2023), Inclusive education for children with disabilities in a refugee camp. Disasters, 47: 99-113. https://doi.org/10.1111/disa.12534, which has been published in final form at https://doi.org/10.1111/disa.12534. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.en_US
dc.titleInclusive education for children with disabilities in a refugee campen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0001-9979-2105en_US

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