There has been a significant increase in the number of children who are culturally and linguistically diverse who qualify for early childhood special education (ECSE) services [Banerjee, R., & Guiberson, M. (2012). Evaluating young children from culturally and linguistically diverse backgrounds for special education services. Young Exceptional Children, 15(1), 33– 44]. The current study investigates the challenges and innovative practices in the evaluation and ECSE services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: assessing skills not dependent on language and including caregivers in evaluations. Implications for future research and teacher preparation are discussed.
A Systematic Review of Factors Affecting Mental Health and Well-Being of Asylum Seekers and Refugees in Germany
Background: Since the onset of the 2015 European refugee crisis, ~4. 46 million people have sought asylum in the European Union, with Germany logging the