Abstract:
The number of displaced persons worldwide has reached an unprecedented and increasing figure of 117 million in 2022, driven by a surge in wide-scale armed conflicts, ideological and political persecution, and natural disasters (McAuliffe & Oucho, 2024). In this context, Australia, a nation strongly committed to social inclusion and disability equity, has witnessed a substantial intake of refugees. The disruption of familiar environments and support networks presents significant challenges for all individuals, particularly for those with disabilities. However, access to higher education is crucial, as it equips these students with essential skills, knowledge, and qualifications vital for their long-term success and contribution to society. Therefore, this study aims to understand the lived experiences of supporting displaced students with disabilities in higher education in Australia.
This study applies a phenomenological design, emphasizing the importance of perception in human experience and understanding phenomena from a first-person perspective (Creswell & Poth, 2018). This includes semi-structured interviews to allow participants to share their perspectives and experiences (Patton, 2015). Participants comprise higher education students with disabilities who have experienced displacement, as well as their family members, health professionals, social workers, educators and employers. Thematic analysis is used to analyse interview transcriptions (Braun & Clarke, 2006).
This presentation will report on the preliminary findings on the lived experiences of students, families, academics, and other professionals in supporting displaced students with disabilities in higher education in Australia. Additionally, recommendations for the development of appropriate evidence-based policies, supports, and resources to enhance social inclusion and education for these students will be provided. With this study being a part of the Australia Fellowship Awards project funded by the Australian Department of Foreign Affairs and Trade (DFAT), the ways these findings can inform international collaboration in inclusive education with the Overseas Counterpart University in Ukraine will also be outlined.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design : choosing among five approaches / John W. Creswell, Cheryl N. Poth (Fourth ed.). Thousand Oaks, California : SAGE.
McAuliffe, M. , & Oucho, L. A. (Eds.). 2024. World Migration Report 2024. International Organization for Migration (IOM), Geneva.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (fourth ed.). SAGE Publications.
This study applies a phenomenological design, emphasizing the importance of perception in human experience and understanding phenomena from a first-person perspective (Creswell & Poth, 2018). This includes semi-structured interviews to allow participants to share their perspectives and experiences (Patton, 2015). Participants comprise higher education students with disabilities who have experienced displacement, as well as their family members, health professionals, social workers, educators and employers. Thematic analysis is used to analyse interview transcriptions (Braun & Clarke, 2006).
This presentation will report on the preliminary findings on the lived experiences of students, families, academics, and other professionals in supporting displaced students with disabilities in higher education in Australia. Additionally, recommendations for the development of appropriate evidence-based policies, supports, and resources to enhance social inclusion and education for these students will be provided. With this study being a part of the Australia Fellowship Awards project funded by the Australian Department of Foreign Affairs and Trade (DFAT), the ways these findings can inform international collaboration in inclusive education with the Overseas Counterpart University in Ukraine will also be outlined.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design : choosing among five approaches / John W. Creswell, Cheryl N. Poth (Fourth ed.). Thousand Oaks, California : SAGE.
McAuliffe, M. , & Oucho, L. A. (Eds.). 2024. World Migration Report 2024. International Organization for Migration (IOM), Geneva.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (fourth ed.). SAGE Publications.