School attendance among refugee children with disabilities residing in South Africa: A cross-sectional, descriptive study

Refugee children with disabilities are entitled to an education under South African law. These children face the challenges of living in a different country and having to manage their disabilities. However, without providing a quality education to refugee children with disabilities, they face lifelo...

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Bibliographic Details
Published in:PloS one 2023-05, Vol.18 (5), p.e0279671-e0279671
Main Authors: De Wet-Billings, Nicole, Mabetha, Khuthala
Format: Article
Language:English
Subjects:
Access for the disabled
Activities of daily living
Age
Analysis
Biology and Life Sciences
Child
Children
Children & youth
Children with disabilities
Cross-Sectional Studies
Disabilities
Disability
Disabled Children
Education
Employment
Exploitation
Humans
Laws, regulations and rules
Learning
Learning disabilities
Medicine and Health Sciences
Parents & parenting
People and Places
Poverty
Qualitative analysis
Refugee children
Refugees
Refugees, African
School attendance
School systems
Schools
Social Sciences
Sociodemographics
South Africa - epidemiology
Statistical analysis
Surveys
Variables
Visual impairment
Xenophobia
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Summary:Refugee children with disabilities are entitled to an education under South African law. These children face the challenges of living in a different country and having to manage their disabilities. However, without providing a quality education to refugee children with disabilities, they face lifelong challenges including poverty and exploitation. This nationally representative cross-sectional study, examines the prevalence of school attendance of refugee children with disabilities in South Africa. Using the Community Survey of 2016, 5,205 refugee children with disabilities are identified and studied. Descriptive statistics are used and results show that less than 5% of refugee children with disabilities are in school. Further there are differences across province of residence, sex and other sociodemographic characteristics. This study is a starting point for more quantitative analysis and further qualitative analysis on the barriers to education for refugee children with disabilities in the country.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0279671