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.

摘要

在世界各地，我们看到迄今为止人数最多的流离失所者，自 2012 年以来呈上升趋势。由于美国历来是难民重新安置的接收国，研究需要侧重于支持有残疾儿童的难民家庭和为他们服务的老师。特殊教育文献已经开始突出来自不同背景的众多移民和本土出生家庭的经历，但关于难民家庭经历的文献仍然很少。本文提供了影响难民家庭参与其子女教育规划和服务获取的历史背景、制度、政策和程序。它首先概述了美国的难民安置情况，包括影响移民安置的政策和移民安置过程的描述。然后，我们强调限制难民家庭充分获得特殊教育服务和成为其子女教育的充分知情参与者的系统性障碍。