Abstract
Introduction: This study explored the extent to which a Syrian child with autism spectrum disorder (ASD) in Türkiye could access inclusive, community-based settings. Particular attention was given to the potential for exclusion from education and social life arising from the child’s dual status as both disabled and a refugee.
Method: A qualitative case study design with an interpretive approach was employed. Participants included 11 individuals (e.g. parents, teachers, physician, grocery staff), men and women aged 15-55, from the child’s educational/social/healthcare environments. Data were collected through semi-structured interviews conducted in Turkish and, for Arabic-speaking participants, via an interpreter. The data were analysed thematically using an inductive approach within the framework of Ecological Systems Theory.
Findings: Three key themes emerged: educational engagement, social acceptance, and planning for the future. Overall, several barriers were identified, including limited educational access, language barriers, and insufficient school-parent collaboration. Disability was perceived as more influential than refugee status in shaping social acceptance. Participants also drew attention to frequent teacher turnover and the requirement of citizenship for access to certain special education services.
Discussion: The findings demonstrate that the child experienced unique difficulties arising from the intersection of disability and refugee status. The barriers indicated above exacerbated the challenges associated with ASD. Early intervention in special education is critical, yet in this case, access to rehabilitation was only possible after citizenship was obtained, representing another delay.
Implication: Being both disabled and a refugee underscores the need for early, consistent, and inclusive systemic approaches to ensure equitable access to education and support services.