This research examines how Early Childhood Development Education (ECDE) promotes the capabilities of young Congolese refugee children with disabilities in two refugee settlements in Uganda. These children face stigma, limited access to services and a higher risk of sexual and gender based violence. Research that captures the voice of refugee children, parents and teachers is scarce, and does not typically recognise refugees’ capabilities or right to participate in decisions that affect them.
The ‘Capability Approach’ (CA), established by Amartya Sen and further developed by Martha Nussbaum, is shown to be an appropriate framework for this research, as it overcomes theoretical and practical weaknesses of alternatives, especially when applied to the complex situation of disability within refugee populations.
Core capabilities of refugee children with disabilities are identified through qualitative primary research done with parents and teachers. Findings suggest that inclusive ECDE, even in poor resource settings, enhances the capabilities of children with disabilities. ECDE teachers promote the confidence of, and mitigate the effects of stigma for children with disabilities. Research also highlighted the dynamic and interdependent nature of the capability development of children, whereby the growth in one area sparked further growth in the same capability or a different capability.
This research examines the effects of inclusion particularly on children with disabilities, their teachers and parents. The CA encourages their sense of ownership, voice, and participation in educational programmes. The findings the CA generates can support programme design, goal setting, effective prioritisation, and practical recommendations for teachers, local government authorities and NGOs committed to inclusion of children with disabilities in education. Inclusive education for children with disabilities in refugee contexts is severely under-researched; this study helps raise awareness and provides practical responses.
