An ethnographic enquiry and lived experiences of disabled children’s facilitators, parents, teachers and health-care practitioners: insight from Pakistan

Purpose –
Children with disabilities face various challenges in their social lives, communal participation, transportation, accessibility, health and education in developing countries, including Pakistan. Disabled children are the most vulnerable group in Pakistani society due to minimal essential assistance for education and health facilities. This study aims to draw the data on ethnographic enquiry and lived experiences of leading facilitators of disabled children, i.e. parents, teachers and health practitioners, in the twin cities of Rawalpindi and Islamabad, Pakistan.
Design/methodology/approach –
The data is collected through a semi-structured interview technique, and ethnographic enquiry is used to analyse the data. Inductive thematic analysis was used to assess the empirical material. The lived experiences of disabled children’s parents, teachers and health-care practitioners are a starting point for a broader recommendation plan for government and policymakers.
Findings –
This study finds that disability among children has a social stigma and experiences attitudinal and physical barriers, mobility issues, poverty, less welfare assistance from the government, lack of trained teachers and staff in special education schools, financial constraints and no involvement of practitioners in policymaking.
Originality/value –
This study proposes a model for disabled children’s welfare in Pakistan.