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

Abstract

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.