Accessible Education for Muslim Learners with Disabilities: Insights from Two Case Studies

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.