Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature

McBrien, J. Lynn

doi:10.3102/00346543075003329

Cited by 529 publications

(405 citation statements)

References 57 publications

(108 reference statements)

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“…The risk and resource factors identified in our review share commonality to those reported in previous reviews on resilience in refugee children 58 and the educational needs of refugee students. 60 It is clear that, although premigration experiences do influence refugee children's learning, the most important determinants of success are located in the postmigration context, and many of these are modifiable in the country of settlement.…”

Section: Implications For Practicementioning

confidence: 99%

“…6 Educators and schools must provide inclusive and culturally safe school environments and be aware that school represents a major transition for refugee-background students and their families. [60][61][62] Positive supports include dedicated transition programs, enhancing teacher linguistic and cultural understanding, proactively addressing bullying and racial discrimination, encouraging parental involvement in school, incorporating past educational and life experiences for appropriate grade placement and individualized learning plans, and promoting appropriately high academic expectations. The finding that refugee-background students experience high levels of schooland peer-based racial abuse and discrimination is disturbing, and this will affect not only learning, but health, well-being, and acculturation more broadly.…”

Section: Recommendationsmentioning

confidence: 99%

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Learning Problems in Children of Refugee Background: A Systematic Review

2016

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CONTEXT: Learning problems are common, affecting up to 1 in 10 children. Refugee children may have cumulative risk for educational disadvantage, but there is limited information on learning in this population. OBJECTIVE:To review the evidence on educational outcomes and learning problems in refugee children and to describe their major risk and resource factors. RESULTS:Thirty-four studies were included. Refugee youth had similar secondary school outcomes to their native-born peers; there were no data on preschool or primary school outcomes. There were limited prevalence data on learning problems, with single studies informing most estimates and no studies examining specific language disorders or autism spectrum disorders. Major risk factors for learning problems included parental misunderstandings about educational styles and expectations, teacher stereotyping and low expectations, bullying and racial discrimination, premigration and postmigration trauma, and forced detention. Major resource factors for success included high academic and life ambition, "gift-and-sacrifice" motivational narratives, parental involvement in education, family cohesion and supportive home environment, accurate educational assessment and grade placement, teacher understanding of linguistic and cultural heritage, culturally appropriate school transition, supportive peer relationships, and successful acculturation. LIMITATIONS:Studies are not generalizable to other cohorts. CONCLUSIONS:This review provides a summary of published prevalence estimates for learning problems in resettled refugee children, highlights key risk and resource factors, and identifies gaps in research.

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Section: Implications For Practicementioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

Learning Problems in Children of Refugee Background: A Systematic Review

2016

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“…From both the literature review (Bond et al, 2007;Drechsler et al, 2005;Hek, 2005;Kanu, 2008;Kirk & Winthrop, 2007;McBrien, 2005;Tadesse, 2007;Waters & Leblanc, 2005) and the findings of this study, it is clear that education provides hope for the future of refugee/IDP learners. It is therefore considered a safe haven for them.…”

Section: Requirement For Learner Participationmentioning

confidence: 99%

An Instructional Design Model for Better Refugee and IDP Education

Mbaleka

2014

IJARPED

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Education in refugee and internally displaced people (IDP) IntroductionEducators and students in refugee and IDP camps face some of the worst educational challenges that one can ever imagine. Resilience seems to be at its peak in these extraordinary settings. Financial challenges, psychological trauma, dire poverty, security risks, lack of basic educational materials, health problems, just to name a few, are some of the challenges that both educators and students face in refugee and IDP camps. Yet, everyone expects education to be the golden key to secure a successful life of everyone in these settings (Drechsler, Munsch, & Wintermeier, 2005;Duong & Morgan, 2001;Lin, Suyemoto, & Kiang, 2009;Skonhoft, 2000;Sommers, 2001;Tillman, 2001;Waters & Leblanc, 2005). Although this expectation may be farfetched, education certainly plays an important role in addressing past issues of refugee and IDP learners, their current life needs, and preparation for their future. It is therefore important to invest all needed effort and resources to support education in refugee and IDP camps.One of the most important factors to consider in refugee and IDP education is the customization of the curriculum to the needs of the learners. Refugee and IDP learners have needs that differ from those of the students in mainstream schools. The instructional setting is also different from what most people know as school. For instance, according to the study on which the proposed instructional design model is based (Wa-Mbaleka, 2013), most classrooms

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“…Alan yazın taraması yapıldığında da (Dorman, 2014;Nicassio, 1983;Keyes ve Kane, 2004;McBrien, 2005;Candappa, 2000;Borrell, 2010;Oytun ve Gündoğar, 2015;Tunç, 2015 vb. ) mültecilerin yeni ülkeye uyumlarında dil öğreniminin temel olduğu vurgusuyla sıkça karşılaşılmaktadır.…”

Section: Introductionunclassified

Suri̇yeli̇ Mülteci̇leri̇n Di̇l İhti̇yaçlarinin Anali̇zi̇: İstanbul Örneği̇

Bölükbaş¹

2016

jisr

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ÖzBu çalışmanın amacı Türkiye'de geçici koruma altında bulunan Suriyelilerin Türkçe ihtiyaçlarını belirlemektir. Suriyeli mültecilerin dil ihtiyaçlarının saptanması, onlar için düzenlenecek kursların içeriklerinin belirlenmesi ve ihtiyaca göre eğitim ortamının düzenlenmesi bakımından önem taşımaktadır. Bu amaç doğrultusunda, herhangi bir örgün öğretim kurumunda öğrenci olmayan 576 katılımcıya "Dil İhtiyaç Analizi Anketi" uygulanmış ve elde edilen sonuçlar değerlendirilerek Suriyeli mültecilerin dil ihtiyaçları saptanmaya çalışılmıştır. Araştırma sonucunda, katılımcıların %59,89'unun bir buçuk yılı aşkın süredir Türkiye'de yaşadıkları, buna rağmen büyük çoğunluğunun (%56,25) A2 düzeyinde Türkçe bildikleri, iş yerlerinde Türkçe ve Arapçayı birlikte kullanarak iletişim kurdukları görülmüştür. Ayrıca katılımcıların en çok Türkiye'de üniversite okumak ve Türkiye'de hayatlarını devam ettirebilmek için Türkçe öğrenmek istedikleri; Türkçe kullanırken en çok resmî işlemler sırasında zorlandıkları; Türkçe öğrenirken konuşma ve yazma çalışmalarına çok önem verdikleri; konuşma becerilerini geliştirecek kurslara ihtiyaç duydukları tespit edilmiştir. Anahtar sözcükler: Suriyeli mülteciler, dil ihtiyaç analizi, yabancı dil olarak Türkçe öğretimi. AbstractThe aim of this study is to define the Turkish needs of Syrians who are under the temporary protection of Turkish government. It is essential in terms of defining the language needs of Syrian refugees, defining the content of the courses which will be designed for them and arranging the educational setting according to their need. In line with this aim, the language needs of Syrian refugees is determined by conducting "Language Needs Analysis Survey" to 576 participants who are not attending any formal educational institution and obtained results are evaluated. As a result of the study, it has been found out that 59,89 % of participants have been living in Istanbul for more than 1,5 years and in spite of this the majority of them (56,25 %) know Turkish at A2 level, they communicate in both Turkish and Arabic at work. In addition, it has been concluded that they want to learn Turkish to study at a university in Turkey and to maintain their life in Turkey; they mostly have difficulty in using Turkish when they are dealing with official proceedings, they give utmost importance to the speaking and writing studies while learning Turkish; they need a course in which they can improve their speaking skills.

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Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature

Cited by 529 publications

References 57 publications

Learning Problems in Children of Refugee Background: A Systematic Review

Learning Problems in Children of Refugee Background: A Systematic Review

An Instructional Design Model for Better Refugee and IDP Education

Suri̇yeli̇ Mülteci̇leri̇n Di̇l İhti̇yaçlarinin Anali̇zi̇: İstanbul Örneği̇

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