Establishing the foundations for an inclusive education system in Iraq: reflection on findings from a nationwide survey

Abstract

This paper reports a national study on the prevalence of childhood disability designed to inform initiatives promoting improved school attendance by children with disabilities in Iraq. The study was commissioned by UNICEF, coordinated by the Council for Assisting Refugee Academics, and designed by academics in the UK in consultation with Iraqi academics and professionals. The mixed methods study included a major household survey, semi-structured interviews, and focus groups across four of Iraq's 18 governorates (Erbil, Baghdad, Najaf and Basra). An initial scoping study collected background data through interviews, site-visits and document analysis, establishing the context and informing the design of the main study. In this paper, we provide an overview of the educational context in Iraq, data on school attendance and disability among children aged 6–18 years, and the perspectives and vision for education in Iraq verbalised by key stakeholders. This research provides insights into current patterns of school attendance, and considers some of the implications for inclusive education in Iraq. We conclude by discussing the potential for implementation of Iraqi policy initiatives to impact on the rights of disabled people within education and wider social provision.

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