Experiences of refugee children living with disabilities: a systematic review

• Date: 08 June 2023
• Pages: 108-121
• DOI: https://doi.org/10.1108/IJMHSC-06-2022-0058
• Published date: 08 June 2023
• Subject Matter: Health & social care,Vulnerable groups,Inequalities & diverse/minority groups,Sociology,Race & ethnic studies,Minorities,Multiculturalism,Racial identity,Work,economy & organizations,Labour movements
• Author: Alix Malloy,Corinne Marie Rogers,Vera Caine,D. Jean Clandinin

Experiences of refugee children living with

disabilities: a systematic review

Alix Malloy, Corinne Marie Rogers, Vera Caine and D. Jean Clandinin

Abstract

Purpose –Refugees living with disabilities are among the most vulnerable, isolated and marginalized

populations,and, of this group, children are particularlyvulnerable. The purpose of this study is to identify

current knowledgeand research gaps specific to the experiencesof refugee families who have children

with disabilities.The authors assess the quality of evidenceand describe the theoretical underpinningsof

researchthat focuses on refugee families who have children withdisabilities.

Design/methodology/approach –The authors searched nine electronic databases from database

inception for English language, peer-reviewed publications. The authors identified themes from the

includedstudies.

Findings –The authors identified10 studies that fit their inclusion criteria and shown key findingsin the

form of six themes. Families who have children with disabilities experience structural barriers; their

experiences are impactedby family factors and the degree and kind of support received, as well as the

knowledge of parents about their rights. Gender differences made visible the precarious situations

experienced by girls with disabilities. Gaps in educational standards and the capacity of schools,

particularlyin refugee camps, were highlighted.

Research limitations/implications –The authors show thatthere is a lack of evidence-based research

focusing on refugee children’s own experiences of living with disabilities. Children’s experiences that

were visible were, for the most part, attended to through other’s accounts of their experiences. Many

studies that theauthors found (the current knowledge to date)describe children with disabilitiesthrough

third-party accounts,including parents, caregivers and those who providedservices to this population.

There is an urgent need to explore the experiences of childrenwho have disabilities and are displaced

from theirhome country.

Originality/value –This systematic reviewfocuses on refugee children experiences that hasnot been

conducted before and identifies the research gaps for this group. Attention to how disabilities are

understood philosophically and who are defined as refugees are needed in order for the research to

accrue in ways that build a consistentbody of literature. Without some consistency,it is not possible for

studiesto build on one another.

Keywords Disability, Children, Systematic review, Refugee, Gender differences, Support, Families,

Camps, Structural barriers

Paper type Literature review

Introduction

Due to conflict, violence, persecution and violation of human rights, the rate of global

displacement has continued to increase over the past decade and, in 2020, the United Nations

High Commissioner for Refugees (UNHCR) (2021) reported 82.4 million people were forcibly

displaced worldwide. Of these, an estimated 12 million are living with disabilities [United Nations

High Commissioner for Refugees (UNHCR),2021, 2022a]. This number, however, may be

higher, as displaced persons with disabilities often remain unrecognized [United Nations High

Commissioner for Refugees (UNHCR),2021, 2022a;United Nations (UN), 2023]. Refugees

living with disabilities are among the most vulnerable, isolated and marginalized population, and,

of this group, children are particularly vulnerable (Women’s Refugee Commission (WRC), 2008).

Alix Malloy and Corinne

Marie Rogers are both

based at the Faculty of

Nursing, University of

Alberta, Edmonton,

Canada. Vera Caine is

based at the School of

Nursing, University of

Victoria, Victoria, Canada.

D. Jean Clandinin is based

at the Centre for Research

for Teacher Education and

Development, University of

Alberta, Edmonton,

Canada.

Received 8 June 2022

Revised 12 April 2023

Accepted 22 May 2023

This work was supported by

Government of Canada: Social

Sciences and Humanities

Research Council of Canada,

SSHRC IG 435-2017-0665.

PAGE 108 jINTERNATIONAL JOURNAL OF MIGRATION, HEALTH AND SOCIAL CARE jVOL. 19 NO. 2 2023, pp. 108-121, ©Emera ld Publishing Limited, ISSN 1747-9894 DOI 10.1108/IJMHSC-06-2022-0058