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In this chapter, I draw on my experience conducting research with historically marginalized and silenced communities in Lebanon—specifically, Syrian refugee children with disabilities and their families, alongside representatives from international and national non-governmental organizations (INGOs and NGOs), organizations of persons with disabilities (OPDs), and UN agencies. I critically reflect on the methodological and epistemological decisions that guided my doctoral research, ensuring the inclusion of perspectives that have long been neglected and overlooked. The chapter begins with a concise overview of my research findings, illustrating how my work challenges dominant approaches to, and prevailing knowledge of, disability and inclusive education in diverse Southern contexts. I then examine how critical disability theory (CDT), serving as both a theoretical and methodological lens, and constructivist grounded theory (CGT), applied as a data analysis tool, facilitated a multidimensional and interdisciplinary dialogue between theoretical frameworks, key concepts, and participants’ lived experiences. I conclude by underscoring the necessity of centering the voices and experiences of historically marginalized groups to reconceptualize disability and inclusive education in Southern contexts.

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“No one cares about children with disabilities!”: Shifting the Narrative and Centering Syrian Refugee Children with Disabilities and Their Parents’ Experiences in Lebanon

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  • 发表日期：

    2025年

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  • Giada Costantini

摘要

In this chapter, I draw on my experience conducting research with historically marginalized and silenced communities in Lebanon—specifically, Syrian refugee children with disabilities and their families, alongside representatives from international and national non-governmental organizations (INGOs and NGOs), organizations of persons with disabilities (OPDs), and UN agencies. I critically reflect on the methodological and epistemological decisions that guided my doctoral research, ensuring the inclusion of perspectives that have long been neglected and overlooked. The chapter begins with a concise overview of my research findings, illustrating how my work challenges dominant approaches to, and prevailing knowledge of, disability and inclusive education in diverse Southern contexts. I then examine how critical disability theory (CDT), serving as both a theoretical and methodological lens, and constructivist grounded theory (CGT), applied as a data analysis tool, facilitated a multidimensional and interdisciplinary dialogue between theoretical frameworks, key concepts, and participants’ lived experiences. I conclude by underscoring the necessity of centering the voices and experiences of historically marginalized groups to reconceptualize disability and inclusive education in Southern contexts.