This paper draws on empirical evidence from a 3-year research project in Northern Uganda examining the educational experiences of refugees with disabilities. The authors present the compounded and interrelated challenges children with disabilities and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first highlighting compounding challenges faced by refugee children living with disabilities and their families and related policy gaps that have ramifications for refugee children's access to education in particular, and second by expanding discourse about refugee children with disabilities agency in relation to these liminal gaps and the impact the gaps have for accessing education. The authors use Powell and McGrath's (in Skills for human development: Transforming vocational education and training, Routledge, 2019; Handbook of vocational education and training, Springer, 2019) concept of critical capabilities and relationality, to expand Klocker's (in Global perspectives on rural childhood and youth: Young rural lives, Routledge, 2007) notions of thick and thin agency and to interrogate refugee children living with disabilities' agency in relation to education opportunities and rights.

中文翻译：

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询问乌干达北部残疾难民儿童的机构和教育：关键能力方法

本文借鉴了乌干达北部一项为期三年的研究项目的经验证据，该项目考察了残疾难民的教育经历。作者介绍了残疾儿童及其家庭在驾驭教育经历和寻找美好生活机会时面临的复杂且相互关联的挑战。作者力求为改善教育体验做出贡献，首先强调残疾难民儿童及其家人面临的复杂挑战以及对难民儿童尤其是受教育机会产生影响的相关政策差距，其次扩大有关难民儿童的讨论与残疾人机构合作，了解这些阈值差距以及这些差距对接受教育的影响。作者利用 Powell 和 McGrath（《人类发展技能：转变职业教育和培训》，Routledge，2019；《职业教育和培训手册》，Springer，2019）的关键能力和关系概念，扩展了 Klocker（《全球农村视角》）的概念。童年和青年：年轻的农村生活，Routledge，2007）厚机构和薄机构的概念，并询问残疾难民儿童与教育机会和权利相关的机构。