When two elephants fight the grass suffers: Parents and teachers working together to support the literacy development of Sudanese youth

Walker-Dalhouse, Doris; Dalhouse, A. Derick

doi:10.1016/j.tate.2008.07.014

Cited by 67 publications

(28 citation statements)

References 13 publications

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“…Teachers must begin by getting to know more about the experiences and cultural norms of families before working cooperatively to develop a plan for observing, assessing, and teaching their children. Immigrant and refugee families can support the teacher and help their children at home if they are engaged as partners (Kugler & Price, 2009;Walker-Dalhouse & Dalhouse, 2009). Teachers must understand that in working with refugee parents, in particular, to develop these partnerships it is important to understand that parents' responses to having a child with autism might be made more difficult by adjustment factors that impact their mental health and psychological well-being.…”

Section: Resultsmentioning

confidence: 99%

Autism and Reading: Teaching a Sudanese Refugee Boy

Walker-Dalhouse

Dalhouse

2015

Reading & Writing Quarterly

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Section: Resultsmentioning

confidence: 99%

Autism and Reading: Teaching a Sudanese Refugee Boy

Walker-Dalhouse

Dalhouse

2015

Reading & Writing Quarterly

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“…Researchers have reported that expectations for children from refugee families' behavior at home often differed greatly from what was expected of them at school (Hurley et al, 2011;Tadesse et al, 2009;Walker-Dalhouse & Dalhouse, 2009). This study's findings that the adult behaviors for fostering self-regulation and engagement can be contrasted using three continua (i.e., protection, intervention, and affective response) offer a new framework for regarding these differences.…”

Section: Connection To Literaturementioning

confidence: 99%

“…Second, refugee families often have a genuine interest in their children's education but may not be involved in the ways schools expect, due to a host of barriers (e.g., lack of communication with the school, economic and family demands, lack of cultural and linguistic knowledge; McBrien, 2005McBrien, , 2011Walker-Dalhouse & Dalhouse, 2009). Third, refugee families' expectations for children's behavior at home often differ greatly from schools' expectations (Hurley, Medici, Stewart, & Cohen, 2011;Tadesse et al, 2009;Walker-Dalhouse & Dalhouse, 2009).…”

mentioning

confidence: 99%

Fostering Habib’s Engagement and Self-Regulation

Haines

Summers

Turnbull

et al. 2014

Topics in Early Childhood Special Education

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Developing children’s self-regulation and engagement skills are primary goals of early childhood education. These skills are fostered in both home and preschool environments and can lead to improved educational outcomes. This qualitative case study investigated how a refugee family and Head Start teachers fostered the self-regulation and engagement skills of a 4-year-old boy at risk for disability. It found that adult expectations and practices related to protection, intervention, and affective response in his home environment differed greatly from those in his Head Start environment. His skills steadily improved in both settings during the 4-month study’s duration. Implications include using a framework of the three domains—protection, intervention, and affective response—to guide future research.

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“…Whether refugee or asylum-seeker, these are people who had to emigrate because of torture, political or religious pressure in their country, and do not have the possibility to return (Dalhouse & Dalhouse, 2009;Roxas, 2010;UNHCR, 1998). Because of the traumas they experienced, immigrants are disadvantaged compared to other groups in a society.…”

Section: Introductionmentioning

confidence: 99%

Turkey from the Perspective of the Refugee Children

Yildirim¹,

Yakar²,

Erdoğan³

2016

JEL

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Migration can be described as a movement of people from the location they are in to elsewhere due to economic, social, political, and cultural reasons. Turkey is in a position that both allows immigrants and creates an area of transition for immigrants. With the concept of refuge, many social problems also entered the world's agenda. One of these problems, of course, involve refugee children. The aim of this study is to reveal the perception of Turkey of the refugee children who live in the city of Aksaray, in the context of their problems and needs. The students who participated in the study were determined with convenience sampling, a method included in purposeful sampling. The study was conducted with the approach of phenomenology, a qualitative data collection pattern. The data was collected with an interview form that consisted of open-ended questions, between March and June in 2016. The data was analyzed through content analysis. The findings were evaluated according to demographic information such as gender, age, number of siblings, the accommodation unit the family immigrated (village, town, county, city), socio-economic level, and whether the family had experienced migration before.

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When two elephants fight the grass suffers: Parents and teachers working together to support the literacy development of Sudanese youth

Cited by 67 publications

References 13 publications

Autism and Reading: Teaching a Sudanese Refugee Boy

Autism and Reading: Teaching a Sudanese Refugee Boy

Fostering Habib’s Engagement and Self-Regulation

Turkey from the Perspective of the Refugee Children

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