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The Educational Inclusion of Forced Migrants with a Disability: A Critical Analysis of the Washington Group Questionnaires

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The identification of disabilities is commonly considered a preliminary step in ensuring protection and assistance for forced migrants, as well as in meeting their educational needs. The WHO encourages authorities and agencies to use a set of questions developed by the Washington Group on Disability Statistics as a tool for screening and classifying disabilities. However, literature shows the use of classifications inspired by diagnostic models can have unintended negative effects on the ability to participate in education. The paper critically examines the role the Washington Group questionnaires can play in the development of opportunities for inclusive education among forced migrants with disabilities. Reports and documents issued in connection with the development of the Washington Group questionnaires are studied through infrastructural inversion and intertextual thematic analysis. The findings critically review the use of the Washington Group questionnaires as a tool for assessing the disability conditions of forced migrants and their possibilities for inclusion in education.
Original languageEnglish
Title of host publicationHandbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education
EditorsIsabel María Gómez Barreto
Place of publicationHershey
PublisherIGI global
Publication yearJul 2021
ISBN (print)9781799872832
ISBN (Electronic)9781799872856
Publication statusPublished - Jul 2021

    Research areas

  • Refugees, Asylum Seekers, School, Education, Inclusive Education, Classification, Infrastructural Inversion, Intertextual Thematic Analysis

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