Kifah Bani Odeh
Biographic Data
| ID | 142380 |
|---|---|
| NAME | Kifah Bani Odeh |
| GIVEN NAMES | Kifah Bani |
| FAMILY NAME | Odeh |
| SIGNATURE | ODEH K B |
| AFFILIATIONS | Open Data Institute |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Barriers to, and facilitators of, education for children with disabilities worldwide: A descriptive review
Background: Inclusionary ideals regarding the education of children with disabilities (CWD) are articulated in various international human rights treaties and instruments such as the United Nations Convention on the Rights (2006), the Salamanca Statement (1994), and the 2030 agenda of the UN's Sustainable Development Goals (SDGs). In the latter, the fourth goal explicitly focuses on the removal of barriers to education and supporting access to qu…
Had I been a girl it would have been a big problem: An intersectional approach to the social exclusion of refugee adolescents with disabilities in Jordan
Adolescents with disabilities in Jordan, and particularly girls, are marginalized within their household, often isolated from their peers and communities, at greater risk of violence, and have limited access to opportunities for education, work, and agency. This paper focuses on intersectionality-informed participatory and qualitative research. Through two case studies we explore the ways that gender, disability, and refugee status intersect to p…
I Wish Someone Would Ask Me Questions’: The Unheard Voices of Adolescents with Disabilities in Jordan
The Sustainable Development Goals and the Leave No One Behind agenda involve a commitment to ensure the participation of persons with disabilities in all aspects of family and community life. This article explores the experiences of Palestinian and Syrian refugee adolescents with disabilities in Jordan in two domains of life: access to education, and their capacity to exercise voice and agency. The findings show that disability intersects with ci…
Ensuring no voices are left behind: The Use of Digital Storytelling and Diary Writing in Times of Crisis
Even though I Am Blind, I Am Still Human!’: The Neglect of Adolescents with Disabilities’ Human Rights in Conflict-Affected Contexts
Drawing on qualitative research undertaken with adolescents with disabilities from refugee and host communities in Jordan and the State of Palestine, this article critically interrogates the framing of child neglect, which to date has situated the state as a protector rather than a perpetrator, the narrow understanding of adolescent needs and the responsibility of international actors for ensuring that the full range of human rights of adolescent…
I Wish Someone Would Ask Me Questions’: The Unheard Voices of Adolescents with Disabilities in Jordan
The Sustainable Development Goals and the Leave No One Behind agenda involve a commitment to ensure the participation of persons with disabilities in all aspects of family and community life. This article explores the experiences of Palestinian and Syrian refugee adolescents with disabilities in Jordan in two domains of life: access to education, and their capacity to exercise voice and agency. The findings show that disability intersects with ci…
Even though I Am Blind, I Am Still Human!’: The Neglect of Adolescents with Disabilities’ Human Rights in Conflict-Affected Contexts
Drawing on qualitative research undertaken with adolescents with disabilities from refugee and host communities in Jordan and the State of Palestine, this article critically interrogates the framing of child neglect, which to date has situated the state as a protector rather than a perpetrator, the narrow understanding of adolescent needs and the responsibility of international actors for ensuring that the full range of human rights of adolescent…
Even though I Am Blind, I Am Still Human!’: The Neglect of Adolescents with Disabilities’ Human Rights in Conflict-Affected Contexts
Drawing on qualitative research undertaken with adolescents with disabilities from refugee and host communities in Jordan and the State of Palestine, this article critically interrogates the framing of child neglect, which to date has situated the state as a protector rather than a perpetrator, the narrow understanding of adolescent needs and the responsibility of international actors for ensuring that the full range of human rights of adolescent…
Ensuring no voices are left behind: The Use of Digital Storytelling and Diary Writing in Times of Crisis
I Wish Someone Would Ask Me Questions’: The Unheard Voices of Adolescents with Disabilities in Jordan
The Sustainable Development Goals and the Leave No One Behind agenda involve a commitment to ensure the participation of persons with disabilities in all aspects of family and community life. This article explores the experiences of Palestinian and Syrian refugee adolescents with disabilities in Jordan in two domains of life: access to education, and their capacity to exercise voice and agency. The findings show that disability intersects with ci…
Had I been a girl it would have been a big problem: An intersectional approach to the social exclusion of refugee adolescents with disabilities in Jordan
Adolescents with disabilities in Jordan, and particularly girls, are marginalized within their household, often isolated from their peers and communities, at greater risk of violence, and have limited access to opportunities for education, work, and agency. This paper focuses on intersectionality-informed participatory and qualitative research. Through two case studies we explore the ways that gender, disability, and refugee status intersect to p…
Barriers to, and facilitators of, education for children with disabilities worldwide: A descriptive review
Background: Inclusionary ideals regarding the education of children with disabilities (CWD) are articulated in various international human rights treaties and instruments such as the United Nations Convention on the Rights (2006), the Salamanca Statement (1994), and the 2030 agenda of the UN's Sustainable Development Goals (SDGs). In the latter, the fourth goal explicitly focuses on the removal of barriers to education and supporting access to qu…
Psychology (5 works) · Political science (4 works) · Disability Rights and Representation (3 works) · Children's Rights and Participation (2 works) · Developmental psychology (2 works) · Family and Disability Support Research (2 works) · Gender Studies (2 works) · Public relations (2 works) · Refugee (2 works) · Social science (2 works)