TY - JOUR
T1 - A Call for Support for Refugee Families and Their Children with Disabilities
AU - Adams, Nicole B.
AU - Santos, Rosa
N1 - This work was supported in part by funding from the Office of Special Education Programs, U.S. Department of Education: Project IMPACT (H325D150036). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency.
This work was supported by the Office of Special Education Programs, Office of Special Education and Rehabilitative Services [H325D150036]. This work was supported in part by funding from the Office of Special Education Programs, U.S. Department of Education: Project IMPACT (H325D150036). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency.
PY - 2022
Y1 - 2022
N2 - Around the world, we are seeing the highest number of displaced people to date, with an increasing trend since 2012. With the U.S. historically being leaders as a receiving country for refugee resettlement, research needs to focus on supporting refugee families with children with disabilities and the teachers who serve them. Literature in special education has begun to highlight the experiences of numerous immigrant and native-born families from diverse backgrounds, but literature regarding the experiences of refugee families continue to be sparse. This paper provides the historical context, systems, policies, and procedures that impact refugee families’ presence in their children’s educational planning and access to services. It begins with an overview of refugee resettlement in the U.S., including policies influencing resettlement and a description of the resettlement process. We then highlight systemic barriers that restrict refugee families’ full access to special education services and to being fully informed participants in their children’s education.
AB - Around the world, we are seeing the highest number of displaced people to date, with an increasing trend since 2012. With the U.S. historically being leaders as a receiving country for refugee resettlement, research needs to focus on supporting refugee families with children with disabilities and the teachers who serve them. Literature in special education has begun to highlight the experiences of numerous immigrant and native-born families from diverse backgrounds, but literature regarding the experiences of refugee families continue to be sparse. This paper provides the historical context, systems, policies, and procedures that impact refugee families’ presence in their children’s educational planning and access to services. It begins with an overview of refugee resettlement in the U.S., including policies influencing resettlement and a description of the resettlement process. We then highlight systemic barriers that restrict refugee families’ full access to special education services and to being fully informed participants in their children’s education.
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U2 - 10.1080/09362835.2021.1938059
DO - 10.1080/09362835.2021.1938059
M3 - Review article
AN - SCOPUS:85108288054
SN - 0936-2835
VL - 30
SP - 351
EP - 365
JO - Exceptionality
JF - Exceptionality
IS - 5
ER -