The Quest for Inclusion and Overcoming Stigma: A Constructivist Grounded Theory Study with Children with Physical Disabilities in Ethiopia

Abstract

Children with physical disabilities, particularly in low-income settings, have limited access to education. Even if they go to school, they lack support and are excluded from formal and informal learning platforms, mainly due to stigma and its effects. However, information on disability stigma is scarce in low-and middle-income countries like Ethiopia. This study, therefore, aimed to explore and understand stigma in educational contexts from the perspectives of children and other relevant stakeholders. Furthermore, the study addressed the knowledge gap regarding the sociocultural-contextual factors, lived experiences, and effects of stigma on educational participation among children with physical disabilities in northwest Ethiopia. The inquiry was guided by the following research questions: a) What are the contextual factors of stigma? b) What are children with physical disabilities’ lived experiences of stigma? c) What are the effects of stigma on their educational participation? d) How do children cope with stigma and its effects? The study used a constructivist grounded theory approach to gather and analyze data. Data were gathered through observations, in-depth interviews with children, and key informant interviews, allowing capture of participants' subjective experiences, essential meanings, and multiple realities. Inductive and iterative grounded theory technique was used to code and categorize data through constant comparative methods. Data analysis resulted in four major categories: (1) Conceptions of disability and stigma, (2) Lived experiences of stigma and intersectionality, (3) Effects of stigma on educational participation, and (4) Managing stigma. Exploring the interrelationships between these categories allowed the study’s conceptual construct to develop, i.e., The Quest for Inclusion and Overcoming Stigma. The findings showed that children with physical disabilities struggle with stigma, live in fear, and are socially excluded. As a result, they have low participation in their socio-educational activities. This study makes theoretical and practical contributions to understanding and addressing disability stigma and can help to introduce inclusive education policy, school practice, and disability advocacy. Based on the findings, recommendations were made for a knowledge translation plan to raise disability awareness programs and inform disability policy and practice. Disability stigma research, including applying, expanding, or testing the study’s conceptual construct, is recommended.