Education and disability in a conflict affected context: Are children with disabilities less likely to learn and be protected in Darfur?
Education and disability in a conflict affected context: Are children with disabilities less likely to learn and be protected in Darfur?
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DOI：
10.1016/j.worlddev.2018.01.019
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发表时间：
2018-06-01
影响因子：
6.9
通讯作者：
Trani, Jean-Francois
中科院分区：
文献类型：
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作者：
Bakhshi, Parul;Babulal, Ganesh M.;Trani, Jean-Francois
可持续发展目标四旨在确保包容、免费和公平的优质教育。在西达尔富尔这样的冲突环境中，教育系统遭到破坏，导致数百万儿童失学。自 2003 年冲突爆发以来，联合国儿童基金会和非政府组织等各利益攸关方已采取行动，重建学校并纳入所有儿童。然而，迄今为止，关于生活在冲突和冲突后局势中的残疾儿童的教育情况的证据甚少。2008 年 10 月 1 日至 2009 年 2 月 28 日，我们在乌恩凯尔农村委员会的所有地点和定居点进行了家庭调查，乌恩凯尔农村委员会是刚果民主共和国的一部分。苏丹西达尔富尔州瓦迪萨利赫地区。我们使用经过验证的筛查工具采访了 11,089 名户主，了解所有家庭成员与健康问题相关的活动限制和功能困难，并采访了 1436 名儿童，了解受教育机会、学习成果和心理健康等各个方面。我们发现，在旷日持久的冲突背景下，所有儿童都面临着被学校排除在校、无法在校学习的高风险。我们还发现，残疾儿童心理健康状况较差的风险较高，特别是那些患有行为和情绪障碍以及相关残疾的儿童。在达尔富尔这样的冲突和旷日持久的危机背景下，促进教育需要大量的外部努力，以确保包括残疾儿童在内的所有儿童获得教育机会并取得积极的学习成果。我们的研究表明，所有儿童的基本认知学习成果都很差，而且学校对儿童的保护效果有限。要改善冲突、危机和长期危机背景下弱势儿童的学习成果和心理健康，需要在学校内外采取多层次、多管齐下的干预措施。 (C) 2018 Elsevier Ltd. 保留所有权利。
The Sustainable Development Goal four aims at ensuring inclusive, free and equitable quality education. In a conflict setting such as Western Darfur, the education system has been destroyed, leaving millions of children out of schools. Various stakeholders, namely UNICEF and non-governmental organizations, have taken initiatives to rebuild schools and include all children since the beginning of the conflict in 2003. However, very little evidence is available to date on the education of children with disabilities living in conflict and post-conflict situations.Between the 1st of October 2008 and the 28th of February 2009, we carried out a household survey in all localities and settlements in the rural council of Urn Kher, part of the locality of Wadi Salih in the state of West Darfur, Sudan. We interviewed 11,089 heads of household about activity limitations and functioning difficulties associated with a health problem among all family members using a validated screening instruments, as well as 1436 children on various aspects of access to education, learning outcomes and psychological wellbeing. We found that in a context of protracted conflict, all children are at high risk of being excluded from schools and not learning when in school. We also found that children with disabilities were at higher risk of poorer psychological wellbeing, particularly those children with behavioral and mood disorders, as well as associated disabilities.In a context of conflict and protracted crisis such as Darfur, promoting education requires a lot of external effort to ensure access and positive learning outcomes for all children, including children with disabilities. Our study shows poor basic cognitive learning outcomes for all children and the limited effectiveness of the protection of children in schools. Improving learning outcomes and mental wellbeing of vulnerable children in conflict, crisis and protracted crisis contexts require multilevel and multipronged interventions within and outside schools. (C) 2018 Elsevier Ltd. All rights reserved.