Exploring the needs of refugee children in our schools

Global Migration and Education: Schools, Children, and Families

Volumn , Issue , 2013, Pages 219-235

  Szente, Judit ^a   Hoot, James ^b  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

^b UNIVERSITY AT BUFFALO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920676763     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203824894     Document Type: Chapter

References (15)

1. Anderson, A., Hamilton, R., Moore, D., Loewen, S., & Frater-Mathieson, K. (2004). Education of refugee children: Theoretical perspectives and best practice. In R. Hamilton & D. Moore (Eds.), Educational Interventions for Refugee Children: Theoretical Perspectives and Implementing Best Practice(pp. 1-11). New York: RoutledgeFalmer.
2. Arlington Diocese Office of Resettlement. (2004). Refugee Facts. Retrieved November 13, 2004, from http://www.arlingtonrefugeeservices.com/new_page_3.htm
3. Church World Service (CWS). (2006). Statistics on-line. Retrieved May 16, 2005, from http://www.churchworldservice.org/Immigration/stats.html
4. Cole, E. (1996). Immigrant and refugee children and families: Supporting a new road travelled. In M. G. Luther, E. Cole, & P. Gamlin (Eds.), Dynamic Assessment for Instruction: From Theory to Application (pp. 35–12). North York, ON: Captus Press.
5. Creamer, M. (2000). Post-traumatic stress disorder following violence and aggression. Aggression and Violent Behaviour, 5, 431–149.
6. Dunn, B., & Adkins, M. A. (2003). The Multicultural Classroom: Teaching Refugee and Immigrant Children. Retrieved November 27, 2004, from http://www.newhorizons.org/strategies/multicul-tural/adki ns_dunn.htm
7. ECRE Task Force on Integration. (2005). Good Practice Guide on the Integration of Refugees in the European Union. Retrieved December 2, 2005, from http://www.refugeenet.org/pdf/education_guide/pdfFrater
8. Mathieson, K. (2004). Refugee trauma, loss and grief: Implications for interventions. In R. Hamilton & D. Moore (Eds.), Educational Interventions for Refugee Children: Theoretical Perspectives and Implementing Best Practice(pp. 12-34). New York: RoutledgeFalmer.
9. Hamilton, R. (2004). Schools, teachers and education of refugee children. In R. Hamilton & D. Moore (Eds.), Educational Interventions for Refugee Children: Theoretical Perspectives and Implementing Best Practice(pp. 83-96). New York: RoutledgeFalmer.
10. Leung, C, & Franson, C. (2001). Mainstreaming: ESL as a diffused curriculum concern. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a Second Language in the Mainstream: Teaching, Learning and Identity(pp. 177-198). Harlow, UK: Longman.
11. Loewen, S. (2004). Second language concerns for refugee children. In R. Hamilton & D. Moore (Eds.), Educational Interventions for Refugee Children: Theoretical Perspectives and Implementing Best Practice(pp. 35-52). New York: Routledge Falmer.
12. McBrien, J. L. (2003). A second chance for refugee students. Educational Leadership, 6 (2), 76-79.
13. Minnesota Department of Children, Families and Learning. (2002). Serving Refugee Students: Case Studies of Somali, Bosnian and Liberian Students in Minnesota Schools. Roseville, MN: Author.
14. Office of Temporary and Disability Assistance. (2006). Refugees resettled in New York State by provider area. Retrieved on May 14, 2006, from: http://www.otda.state.nv.us/otda/bria/radata/Resettlement by Region 97-06.pdf
15. Rutter, J. (1994). Refugee Children in the Classroom. London: Trentham Books.