The situation of refugee students with disabilities in the Turkish education system: an embedded case study

Following the Syrian civil war that began in 2011, Türkiye has become a major host country for refugee children, including those with disabilities who face substantial barriers to educational access, participation, and support. This study examined the educational processes of refugee students with disabilities (RSwD) in Türkiye through the perspectives of parents, teachers, and school administrators, together with classroom observations and individualized education program (IEP) documents. An embedded case study design was employed. Participants included 10 parents, 10 teachers, and 4 school administrators. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using content analysis and descriptive analysis. The findings showed that RSwD experienced difficulties related to linguistic and cultural differences, absenteeism, limited parental involvement, and peer bullying. Although parents generally reported satisfaction with the educational process, observations revealed limited technological infrastructure, distracting classroom stimuli, and insufficient instructional adaptations in materials, teaching methods, assessments, and transition support. In addition, the IEPs prepared for RSwD were found to be weak in several key components. Overall, the findings suggest the need for more systematic, inclusive, and coordinated educational support for RSwD.