Leveraging intersectionality for the educational inclusion of refugees with disabilities in Europe
HUNT, Lucy; McIntyre, Joanna
2025 • In Bacakova, Marketa; Veck, Wayne; Wharton, Julie (Eds.) Forced migration, disability and education: Inclusion and exclusion at the intersection of displacement and disablement
Education & instruction Human geography & demography Sociology & social sciences
Author, co-author :
HUNT, Lucy ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning
McIntyre, Joanna; UoN - University of Nottingham > School of Education
External co-authors :
yes
Language :
English
Title :
Leveraging intersectionality for the educational inclusion of refugees with disabilities in Europe
Publication date :
21 November 2025
Main work title :
Forced migration, disability and education: Inclusion and exclusion at the intersection of displacement and disablement
Adams, N. B., & Santos, R. (2022). A call for support for refugee families and their children with disabilities. Exceptionality, 30(5), 351–365. https://doi.org/10.1080/09362835.2021.1938059
Bacakova, M. (2023). Inclusive educational transitions for refugees with disabilities: Intersectionality and the right to inclusive education. In S. S. Singh, O. Jovanović, & M. Proyer (Eds.), Perspectives on transitions in refugee education: Ruptures, passages, and re-orientations (1st ed., pp. 33–46). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctv32bm1gz.6
Bešić, E., Paleczek, L., & Gasteiger-Klicpera, B. (2018a). Don’t forget about us: Attitudes towards the inclusion of refugee children with(out) disabilities. International Journal of Inclusive Education, 24(2), 202–217. https://doi.org/10.1080/13603116.2018.1455113
Bešić, E., Paleczek, L., Rossmann, P., Krammer, M., & Gasteiger-Klicpera, B. (2018b). Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools. International Journal of Inclusive Education, 24(5), 463–478. https://doi.org/10.1080/13603116.2018.1467976
Bhatti, G., Levinson, M., & Simmons, B. (2024). Doubly-disadvantaged or even hidden away: The situation of migrant and refugee children with special educational needs and disabilities. In N. Hammarén, B. Ivemark, & L. Stretmo (Eds.), Migrant youth, schooling and identity: Young people and learning processes in school and everyday life (Vol. 8, pp. 127–141). Springer. https://doi.org/10.1007/978-3-031-63345-4_9
Çakiray, Ş. A. (2024). Educational stakeholders’ working experiences with disabled refugee children in mainstream primary schools in urban Scotland [PhD thesis, University of Edinburgh]. https://era.ed.ac.uk/handle/1842/42127
Daudji, A., Eby, S., Foo, T., Ladak, F., Sinclair, C., Landry, M. D., Moody, K., & Gibson, B. E. (2011). Perceptions of disability among south Asian immigrant mothers of children with disabilities in Canada: Implications for rehabilitation service delivery. Disability and Rehabilitation, 33(6), 511–521. https://doi.org/10.3109/09638288.2010.498549
Dovigo, F. (2019). Beyond the vulnerability paradigm: Fostering inter-professional and multi-agency cooperation in refugee education in Italy. International Journal of Inclusive Education, 25(2), 166–181. https://doi.org/10.1080/13603116.2019.1707301
Eker, A., Karnas, M., & Alpaydın, B. (2023). Educational challenges that Syrian refugee students with disabilities experience. International Journal of Modern Education Studies, 7(2), 545–561. https://www.ijonmes.net/index.php/ijonmes/article/view/338
Elliott, C., Fitzpatrick, A., McNally, S., Robinson, S., Simmons, Z., & Tennyson, C. (2019). Supporting refugee children with special educational needs in Northern Ireland. Queen’s University Belfast. https://www.qub.ac.uk/events-at-queens/DoctorateinEducationalChildandAdolescentPsychologyMarch2021/DecapEventFilestore/Filetoupload,1026229,en.PDF
Fakoush, H. (2024). The education of resettled young Syrian refugees in England and the figured world of mobility [PhD thesis, University of Nottingham]. https://eprints.nottingham.ac.uk/id/eprint/76207
Giavrimis, P. (2023). Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers. International Journal of Social Sciences and Education Research, 9(3), 202–212. https://doi.org/10.24289/ijsser.1330844
González-García, C., Lázaro-Visa, S., Santos, I., del Valle, J. F., & Bravo, A. (2017). School functioning of a particularly vulnerable group: Children and young people in residential child care. Frontiers in Psychology, 8, Article 1116. https://doi.org/10.3389/fpsyg.2017.01116
Hertel, I., Chilla, S., & Abed Ibrahim, L. (2022). Special needs assessment in bilingual school-age children in Germany. Languages, 7(1), Article 4. https://doi.org/10.3390/languages7010004
Hosking, D. L. (2008). Critical disability theory. Paper presented at the 4th Biennial Disability Studies Conference at Lancaster University, September 2–4. https://www.lancaster.ac.uk/fass/events/disabilityconference:archive/2008/papers/hosking2008.pdf
Istif Inci, E., Altıntop, A. K., Özgür Baklacıoğlu, N., & Aydın, A. R. (2024). Syrian youth with disabilities accessing higher education in Turkey: Routes and barriers. International Journal of Disability, Development and Education, 1–16. https://doi.org/10.1080/1034912X.2024.2406467
Jäger, P., Ott, N., Brand, A., & Fereidooni, K. (2021). Integration of newly arrived refugee children into the German school system. International Journal of Environmental Research and Public Health, 18, Article 7854. https://doi.org/10.3390/ijerph18157854
Kaya, A., & Yıldız, G. (2023). Twice a minority: Education and life experiences of war victim refugee youth with developmental disabilities and those of their parents in Türkiye. Participatory Educational Research, 10(1), 330–343. https://doi.org/10.17275/per.23.18.10.1
Klopota, O., & Klopota, Y. (2024). Inclusion of Ukrainian children with special educational needs (from among displaced people) in the Czech Republic. The New Educational Review, 247–256. https://doi.org/10.15804/tner.2024.75.1.19
Koukou, M., Marinou, M., & Rapti, D. (2024). Inclusion of immigrant and refugee students with disability in education: A qualitative research. European Journal of Special Education Research, 10(2), 118–136. http://dx.doi.org/10.46827/ejse.v10i2.5259
Migliarini, V. (2017). Intersectionality and the education of dis/abled asylum-seeking and refugee children in Rome: Criticism and discrepancies of “integration-style inclusion” models [PhD thesis, Università degli studi Roma TRE]. https://arcadia.sba.uniroma3.it/handle/2307/40674
Migliarini, V. (2020). Inclusive education for disabled refugee children: A (re)conceptualization through Krip-Hop. The Educational Forum, 84(4), 309–324. https://doi.org/10.1080/00131725.2020.1798703
Pisani, M., & Grech, S. (2015). Disability and forced migration: Critical intersectionalities. Disability and the Global South, 2(1), 421–441.
Samsari, E., Nikolaou, G., & Palaiologou, N. (2024). Multicultural education and students with special needs: A case study from Greece. International Journal of Disability, Development and Education, 1–15. https://doi.org/10.1080/1034912X.2024.2336250
Steigmann, F. (2020). Inclusive education for refugee children with disabilities in Berlin–The decisive role of parental Support. Frontiers in Education, 5, Article 529615. https://doi.org/10.3389/feduc.2020.529615
Subasi Singh, S., Pellech, C., Gutschik, A., Proyer, M., & O’Rourke, I. (2021). Intersectional aspects of education at the nexus of disability and forced migration: Perspectives of parents, educational experts, and school authorities in Greater Vienna. Education Sciences, 11(8), Article 423. https://doi.org/10.3390/educsci11080423
Walton, E. (2023). Disability studies in education and intersectionality. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International encyclopedia of education (fourth edition) (pp. 249–258). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.12013-5
Walton, E., McIntyre, J., Awidi, S. J., De Wet-Billings, N., Dixon, K., Madziva, R., Monk, D., Nyoni, C., Thondhlana, J., & Wedekind, V. (2020). Compounded exclusion: Education for disabled refugees in Sub-Saharan Africa. Frontiers in Education, 5, Article 47. https://doi.org/10.3389/feduc.2020.00047
