Abstract
This qualitative research studied the perceptions of Muslim Learners with Disabilities (MLWD) and key informants regarding access to education utilizing case studies and thematic coding. MLWDs strongly identified with their faith as an important feature of identity. Participants were framing disability using the Islamic and the bio-medical perspectives which affirmed the synchronization of Islam with science as well as the affirmation model of disability which viewed persons with disabilities as active participants who constructed their own definitions of disability. Important elements in gaining greater access to education are: having a firm identity, parental attitudes, involvement in the child’s education, having sufficient funds, and providing a nurturing home and community. However, having grit can offset a low parental level of education, low socio-economic status, and low home and community support so that MLWDs can have greater access to education.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
