Access to Inclusive Early Childhood Development and Education Services for Refugee Children who Experience Communication Disability, in Rwanda

Barrett, Helen Louise (2024) Access to Inclusive Early Childhood Development and Education Services for Refugee Children who Experience Communication Disability, in Rwanda. Doctoral thesis (PhD), Manchester Metropolitan University.

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Abstract

Background: Refugee children who experience disability (the interaction of impairment(s) with barriers to participation in their social and physical environments), have been shown to have low levels of access to education. The United Nations High Commissioner for Refugees (UNHCR) in Rwanda recognises that, within this group of children, some are at greater risk of exclusion due to impairments that are difficult to identify, such as those related to communication. This exclusion impinges upon their right to education and is contra to the ‘leave no-one behind’ agenda expounded in Agenda 2030 – an ambitious global agenda for a more equal world. This research aimed to investigate the extent to which refugee children who experience communication disability (CD), in Rwanda, realise their right to education. The research examined factors influencing access to inclusive early childhood development (ECD) and education services, including barriers and facilitators, from a holistic perspective. Methods: A two-phase, sequential, transformative, mixed-method (primarily qualitative) research study was conducted as a critical inquiry, within a pragmatic research paradigm. Methods of data construction included: analysis of secondary administrative data; thematic analysis of documents, interviews and focus group discussions with humanitarian service providers and refugee communities; and content analysis of classroom observation notes. Both phases of the study were analysed and interpreted independently and were then integrated to form an Interpretive Description. Results: Eighteen key findings were constructed from the analysis of six data sets, across phases one and two of the study. These key findings were integrated to produce three thematic areas for discussion: power, priorities, and potential. These findings were related to three theoretical frameworks that guided the research: human rights, critical refugee studies, and critical disability theory. Discussion and conclusions: This research provides valuable insights into the barriers and opportunities for refugee children who experience CD, in relation to fulfilment of their right to education within the global humanitarian system. The insights enrich understanding of the need for a collaborative, systems-thinking, approach to humanitarian action in relation to inclusive education, and for affected populations to be empowered to influence decision-making. These findings are relevant to Governments, humanitarian and development actors, health and education professionals, and disability and social inclusion practitioners in humanitarian (and similar resource constrained) contexts.