Abstract:
Due to an unprecedented increase in wide-scale armed conflicts, ideological and political persecution, and natural disasters in the last few years, the number of displaced persons around the world reached 117 million in 2022, with 71.2 million being internally displaced (McAuliffe & Oucho, 2024), and these numbers continue to grow. Traumatic experiences and disruptions in the usual environment and support networks create major challenges for all forced migrants, but especially for people living with disabilities.
This presentation reports on a study situated within the Australia Fellowship Awards project funded by the Australian Department of Foreign Affairs and Trade (DFAT), examining the experiences of and support for displaced students with disabilities in higher education in Ukraine and Australia. The overwhelming demand for disability equity, as well as support and inclusive education training for social workers, educators, and community service providers in Ukraine has increased exponentially in the last two years due to the physical and mental health impacts of Russia’s full-scale invasion. Australia is a world leader in disability support and inclusive education and provides refuge to a growing number of displaced persons from around the world; yet, Australian migration policies are often criticised for putting migrants with disabilities at a disadvantage, which in turn affects their educational trajectories.
First, we will outline the current public discourse (including policies, media, and publications) in Australia around the issues pertaining to higher education access, support, and experiences of students with disabilities from displacement backgrounds in the context of the current humanitarian crisis and Australia’s humanitarian response. Next, we will reflect on the process of developing international and interdisciplinary team collaboration and the methodology to address and explore these issues. We will then present key preliminary findings from the first stage of the study – a phenomenological inquiry into the lived experiences of accessing and participating in higher education for students with disability from displacement backgrounds, involving interviews with students themselves and their supporters such as family members, health professionals, social workers, lecturers, and employers in Australia. Finally, we will provide recommendations for the development of appropriate evidence-based supports and resources to allow improved social inclusion and educational experiences and outcomes for these students, and map out the future stages of the project.
McAuliffe, M. , & Oucho, L. A. (Eds.). 2024. World Migration Report 2024. International Organization for Migration (IOM), Geneva.
This presentation reports on a study situated within the Australia Fellowship Awards project funded by the Australian Department of Foreign Affairs and Trade (DFAT), examining the experiences of and support for displaced students with disabilities in higher education in Ukraine and Australia. The overwhelming demand for disability equity, as well as support and inclusive education training for social workers, educators, and community service providers in Ukraine has increased exponentially in the last two years due to the physical and mental health impacts of Russia’s full-scale invasion. Australia is a world leader in disability support and inclusive education and provides refuge to a growing number of displaced persons from around the world; yet, Australian migration policies are often criticised for putting migrants with disabilities at a disadvantage, which in turn affects their educational trajectories.
First, we will outline the current public discourse (including policies, media, and publications) in Australia around the issues pertaining to higher education access, support, and experiences of students with disabilities from displacement backgrounds in the context of the current humanitarian crisis and Australia’s humanitarian response. Next, we will reflect on the process of developing international and interdisciplinary team collaboration and the methodology to address and explore these issues. We will then present key preliminary findings from the first stage of the study – a phenomenological inquiry into the lived experiences of accessing and participating in higher education for students with disability from displacement backgrounds, involving interviews with students themselves and their supporters such as family members, health professionals, social workers, lecturers, and employers in Australia. Finally, we will provide recommendations for the development of appropriate evidence-based supports and resources to allow improved social inclusion and educational experiences and outcomes for these students, and map out the future stages of the project.
McAuliffe, M. , & Oucho, L. A. (Eds.). 2024. World Migration Report 2024. International Organization for Migration (IOM), Geneva.