A call for support for refugee families and their children with disabilities

Year Published:

Abstract

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.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What Works to Support Newcomers With Disabilities and Chronic Illnesses?

This research summary describes the state of available evidence regarding the impacts of interventions with newcomers with a disability or chronic illness. The summary highlights that cultural adaptations and connections can significantly benefit newcomers with chronic illnesses by improving self-efficacy, health knowledge, and access to healthcare. Studies on community health navigators and cultural case workers…

About this study

AGE: Multiple Age Groups

FULL TEXT AVAILABILITY: Paid

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

OUTCOME AREA: Health

POPULATION: Refugees

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Suggestive

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2022

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