Status : Verified
| Personal Name | Santos, Nestor S. Jr. |
|---|---|
| Resource Title | Developing an accessible education framework for Muslim learners with disabilities |
| Date Issued | June 2022 |
| Abstract | This qualitative research studied the perceptions of MLWD (Muslim Learners with Disability), their parents/caregivers, the madrasah teachers, the community leaders, and the education focal persons regarding access to education of MLWD utilizing open-ended and semi-structured interviews. The interviews were analyzed utilizing coding, which generated the following themes. The MLWD strongly identified with their faith as a very important feature of their identity. Identification with one’s faith must be coupled with grit to have greater access to education. Participants in the study were framing disability using the Islamic Perspective and the biomedical perspective, which affirms the synchronization of the Muslim religion with science, as well as the Affirmation model of disability, which views PWDs as active participants who construct their own definitions of disability. The study sees the development of faith identity among respondents as an important component that must be engaged by the schools for MLWD to have greater access to education. The respondents with parents who have a higher level of education and higher socio-economic status were observed to prefer education in the mainstream than in the madrasah. Parental attitude and involvement in the child’s education, as well as having sufficient funds, are important to gaining greater access to education, even when education is free. However, having grit can offset the effects of low parental levels of education and low parental socio-economic status to gain access to education. The home, the school, and the community are very important ecologies for MLWD. The Islamic religion consistently frames disability in the context of “khalifa,” where individuals are deemed “stewards,” which brings about an atmosphere of inclusion and accommodation in Islamic homes, schools, and communities. It is recommended for programs for MLWD be family-focused and community-based, and that the non-cognitive factor of grit |
| Degree Course | Doctor of Philosophy in Education (Special Education) |
| Language | English |
| Keyword | access to education, accessible education framework, Muslim learners with disabilities, Islamic perspective, grit, Muslim youth with disabilities, Muslim students with disabilities, Muslim children education, Muslim teachers |
| Material Type | Thesis/Dissertation |
Preliminary Pages
19.87 Mb
Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access