Education for all

 

Hi Fauzia and Hanan I hope you are 

My name is Sarah Elgohary, and I previously collaborated with your team on the article "Access to Education is Key to the Future." As a passionate writer and advocate for social justice, I focus on critical issues such as the ongoing crises in Palestine, Syria, and Sudan.

I truly admire the work Goodwill Caravan does for marginalized communities. Having cerebral palsy myself, I have dedicated my personal blog, "The Shining Star," to amplifying the voices of refugees and individuals with disabilities. My unique perspective allows me to advocate with deep empathy for those who require representation.

Because I resonate so strongly with your organization’s values and mission, I would love the opportunity to contribute to your team as a full-time writer. I am eager to utilize my communication skills and background—including certifications in child abuse and sexual harassment prevention—to support your community initiatives.

I have attached a new article for your consideration titled "Bridging the Gap: Education for Refugees," which explores the importance of trauma-informed education for displaced youth. I have included the full text of the piece below for your review.

For your reference, here are a few of my previous blog posts:

  - Refuge and Education (https://creativeprinceness.blogspot.com/2025/08/refuge-and-education.html)

  - The Syria Humanitarian Crisis (https://creativeprinceness.blogspot.com/2025/03/the-syria-humanitarian-criss.html)

  - We Have to End Poverty (https://creativeprinceness.blogspot.com/2020/12/we-have-to-end-poverty.html)

  - Educational Inequality Among Refugees (https://creativeprinceness.blogspot.com/2025/08/educational-inequality-among-refugees.html)

Thank you for your time and for considering my application. I look forward to the possibility of working more closely with your team.

Best regards,

Sarah Elgohary

Bridging the Gap: Education for Refugees

Malcolm X once said, “Education is the passport to the future, for tomorrow belongs to those who prepare for it today” (Bailey, n.d.). Education serves as the foundation for both personal and societal growth, equipping individuals with the ability to think critically, solve problems, and navigate the world. Yet despite its transformative power, access to quality education remains unequal—particularly for students with disabilities. Every child deserves an education that nurtures their potential, but systemic barriers continue to limit opportunities for disabled students. To create a truly equitable society, it is essential to ensure that all students, regardless of ability, receive the accommodations, resources, and support necessary to thrive.

From infancy, children depend on parents, caregivers, and educators to develop essential life skills. Learning through play fosters cognitive, social, and motor development (Gavin, 2022). As children grow, schools become their primary environment for socialization, shaping their understanding of the world and their place within it. However, for students with disabilities, these educational spaces often present obstacles rather than opportunities.

Education is intended to promote reasoning, communication, and active engagement in society. However, only 65 percent of students with disabilities graduate from high school, compared to 86 percent of their non-disabled peers (United Way of the Battle Creek and Kalamazoo Region, n.d.). This disparity highlights the systemic inequities disabled students face. The Individuals with Disabilities Education Act (IDEA) was designed to guarantee equal educational rights by requiring schools to provide appropriate accommodations (American University, 2024). Yet, despite these legal protections, many disabled students continue to struggle due to inadequate resources, insufficient teacher training, and institutional biases.

A major issue within special education is disproportionality, defined as the overrepresentation or underrepresentation of racial and ethnic groups in special education programs. Research shows that students of color are disproportionately placed in special education and are more likely to face disciplinary action compared to their white peers (The Century Foundation, 2024). Rather than receiving meaningful, individualized support, many are placed in restrictive environments that limit their academic and social development.

Socioeconomic status further compounds these disparities. Students from low-income backgrounds are more likely to be identified with learning disabilities. According to data from the National Center for Education Statistics, children in households with public insurance are diagnosed with ADHD at higher rates (11.7%) than those with private insurance (8.6%) (American University, 2024a). This suggests that external factors—such as access to healthcare, socioeconomic inequality, and implicit bias—play a significant role in both diagnosis and educational placement.

C. Wright Mills’ concept of sociological imagination emphasizes the importance of understanding social issues through broader structural contexts. In education, this means examining how race, class, funding disparities, and institutional bias shape unequal outcomes. As Jonathan Kozol argues, “Schools stack the deck against poor children.” While financial inequality is a critical factor, it is only part of the issue; structural inequalities—including biased assessments and unequal access to resources—continue to widen the achievement gap for disabled students.

Another contributor to educational inequality is tracking, a system that determines students’ academic paths based on perceived ability. In some schools, tracking begins as early as kindergarten, often relying on IQ tests and early assessments. These measures frequently fail to capture the full intellectual potential of students with disabilities and instead reinforce limiting stereotypes.

Additionally, special education assessments often prioritize behavioral measures over academic and social intelligence, leading to misidentification and unnecessary segregation. A more holistic approach—one that incorporates test scores, classroom performance, and teacher observations—would better recognize students’ strengths and support more inclusive learning environments.

Educational inequality is not only a domestic issue—it is also a global crisis, particularly for refugee and conflict-affected populations. In the Gaza Strip, ongoing conflict has devastated the education system, leaving hundreds of thousands of children without access to schooling as buildings are destroyed or repurposed as shelters (UNICEF, 2026; UNRWA, 2025). In Lebanon, Syrian refugee children face significant barriers to education, including overcrowded schools, financial hardship, and limited institutional support, resulting in high dropout rates (UNHCR, 2025). Similarly, in Sudan, ongoing violence and displacement have forced millions of children out of school, contributing to one of the world’s most severe education crises (UNICEF, 2025). Across these regions, conflict, poverty, and systemic neglect intersect to deny children their fundamental right to education. These global disparities reinforce the urgent need to view educational inequality through an international lens, recognizing education as both a human right and a critical tool for long-term stability and development.

Importantly, educational inequities are not inevitable; they are the result of systemic failures that can be addressed. One major challenge is the shortage of qualified special education teachers. Over the past decade, the United States has lost 17 percent of its special education workforce, even as the number of students with disabilities has remained relatively stable (PBS, n.d.). Addressing this issue requires improved teacher training, increased funding, and stronger retention efforts.

Furthermore, schools must expand early intervention and observation programs. Rather than waiting for students to fall behind, early screening and individualized support can prevent unnecessary placement in restrictive programs. By equipping educators with the tools to recognize and respond to diverse learning needs, schools can foster a more inclusive and effective educational system.

This issue is deeply personal to me. As someone with a physical disability and as a social worker passionate about advocacy, I have dedicated my work to promoting educational equity and empowering students to use their voices. Through my work at the Safeena Foundation, I help ensure that students with disabilities receive the support they need to succeed. One student I worked with recently failed a test—not because he lacked understanding, but because he was denied necessary accommodations outside of our sessions. He knew the material but struggled under conditions that did not account for his needs. Experiences like this reinforce my commitment to breaking down barriers in education. No student should have to fight for the basic support they are entitled to receive.

My work has shown me that every student, regardless of ability, deserves both a voice and an opportunity to succeed. By addressing disproportionality, reforming assessment practices, and investing in special education resources, we can move closer to an education system that fulfills its true purpose: empowering all students. While policies like IDEA are essential, their effectiveness depends on proper implementation and accountability. With increased awareness, meaningful reform, and sustained advocacy—both in the United States and globally—we can build a more 

An equitable and inclusive educational system for all.