Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

Adams, Nicole B.; Santos, Rosa Milagros

doi:10.1177/00224669211018861

Cited by 2 publications

(6 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The literature also highlighted parental/familial support. Adams and Santos (2021) and Beatson (2013) found there was a need for parents to actively monitor their child’s education and progress, as well as health issues. As well, a clear need to empower families to advocate for themselves was evident in the literature, and it was found that often parent advocacy was the way that children were given the professional support and programming they needed (Adams and Santos, 2021; Beatson, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Adams and Santos (2021) and Beatson (2013) found there was a need for parents to actively monitor their child’s education and progress, as well as health issues. As well, a clear need to empower families to advocate for themselves was evident in the literature, and it was found that often parent advocacy was the way that children were given the professional support and programming they needed (Adams and Santos, 2021; Beatson, 2013). This theme is found throughout the literature and Cummings and Hardin (2017) highlighted that while many parents actively participated in their child’s life at home, they often participated passively at school/medical settings, often expressing that they believed the professionals to be experts.…”

Section: Resultsmentioning

confidence: 99%

“…The literature suggested that there is often a lack of family support and placed importance on the need for parental support, including parents’ guides, parent/mother chats, support groups, basic supplies like school kits or assistive devices and promoting caregivers’ financial stability through job training or economic support (Werner, 2021; Bešić et al , 2020; Odeh et al , 2021). Furthermore, Adams and Santos (2021) found a need for liaison between home and school/community resources.…”

Section: Resultsmentioning

confidence: 99%

“…Some research framed the experiences of refugees with children living with disabilities within a "rights" discourse or within a framework of interwoven rights such as the right to education, the right to adequate and appropriate health provision, and human rights. Both Adams and Santos (2021) and Cummings and Hardin (2017) raised questions of parents' rights as they sought care and educational settings for their children. Adams and Santos (2021), in their study of people who supported refugee children, found that parents needed help to understand their rights related to their children's access to school and special education services.…”

Section: Themesmentioning

confidence: 99%

“…Both Adams and Santos (2021) and Cummings and Hardin (2017) raised questions of parents' rights as they sought care and educational settings for their children. Adams and Santos (2021), in their study of people who supported refugee children, found that parents needed help to understand their rights related to their children's access to school and special education services. They noted the need for parents to know their rights by being informed about possible designations based on the identified special needs of their children as well as their right to say no to what was being offered.…”

Section: Themesmentioning

confidence: 99%

See 4 more Smart Citations

Experiences of refugee children living with disabilities: a systematic review

Malloy,

Rogers,

Caine

et al. 2023

IJMHSC

View full text Add to dashboard Cite

Purpose Refugees living with disabilities are among the most vulnerable, isolated and marginalized populations, and, of this group, children are particularly vulnerable. The purpose of this study is to identify current knowledge and research gaps specific to the experiences of refugee families who have children with disabilities. The authors assess the quality of evidence and describe the theoretical underpinnings of research that focuses on refugee families who have children with disabilities. Design/methodology/approach The authors searched nine electronic databases from database inception for English language, peer-reviewed publications. The authors identified themes from the included studies. Findings The authors identified 10 studies that fit their inclusion criteria and shown key findings in the form of six themes. Families who have children with disabilities experience structural barriers; their experiences are impacted by family factors and the degree and kind of support received, as well as the knowledge of parents about their rights. Gender differences made visible the precarious situations experienced by girls with disabilities. Gaps in educational standards and the capacity of schools, particularly in refugee camps, were highlighted. Research limitations/implications The authors show that there is a lack of evidence-based research focusing on refugee children’s own experiences of living with disabilities. Children’s experiences that were visible were, for the most part, attended to through other’s accounts of their experiences. Many studies that the authors found (the current knowledge to date) describe children with disabilities through third-party accounts, including parents, caregivers and those who provided services to this population. There is an urgent need to explore the experiences of children who have disabilities and are displaced from their home country. Originality/value This systematic review focuses on refugee children experiences that has not been conducted before and identifies the research gaps for this group. Attention to how disabilities are understood philosophically and who are defined as refugees are needed in order for the research to accrue in ways that build a consistent body of literature. Without some consistency, it is not possible for studies to build on one another.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Themesmentioning

confidence: 99%

Section: Themesmentioning

confidence: 99%

See 3 more Smart Citations

Experiences of refugee children living with disabilities: a systematic review

Malloy,

Rogers,

Caine

et al. 2023

IJMHSC

View full text Add to dashboard Cite

show abstract

Cultural Responsiveness and Linguistic Competence in Educational Policies

Komabu-Pomeyie

2022

Contemporary Issues in Multicultural and Global Education

View full text Add to dashboard Cite

Most educators do not speak the language or share the culture of immigrants, especially immigrant students with disabilities (ISWD) and their families, hampering their ability to understand and respond to students' needs and making schools unable to fulfill promises of educational equity. This inequity often leads to poverty and frustration, making academic success challenging to achieve and, therefore, preventing them from living independently. Through analysis of empirical research, this qualitative narrative study describes insight gained from stories of five ISWD, which echoed the need for cultural responsiveness and a linguistic competency roadmap and supportive pathways for ISWD within the USA and other Western countries. The purpose of this study is to build a case for the implementation of a cultural communication roadmap for both educators and affected new immigrant populations. First, the implications for this study are discussed, followed by recommendations for research that will lead to evidence-based practices.

show abstract

Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

Cited by 2 publications

References 31 publications

Experiences of refugee children living with disabilities: a systematic review

Experiences of refugee children living with disabilities: a systematic review

Cultural Responsiveness and Linguistic Competence in Educational Policies

Contact Info

Product

Resources

About