Inclusive education for students from refugee or migrant backgrounds

Clemence Due

doi:10.4324/9781003025955-22

Inclusive education for students from refugee or migrant backgrounds

Clemence Due

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Citation (Scopus)

19 Downloads (Pure)

Abstract

Students with refugee and migrant backgrounds bring with them a range of complex needs as well as strengths. This policy section explores considerations such as time in intensive English language schools or centres and policies required to support transition into mainstream education to ensure that refugee and migrant children are supported through their education and not only in specialised programs. The section also provides guidance concerning the implementation of policies concerning whole school approaches that are strengths-based. Finally, the section provides consideration of ways to support refugee and migrant students with specific needs, such as those surrounding mental health.

Original language	English
Title of host publication	Building Better Schools with Evidence-based Policy
Subtitle of host publication	Adaptable Policy for Teachers and School Leaders
Editors	Kelly-Ann Allen, Andrea Reupert, Lindsay Oades
Place of Publication	Milton Park, Abingdon, Oxon
Publisher	Taylor & Francis
Chapter	22
Pages	162-168
Number of pages	7
ISBN (Electronic)	9781000362930
ISBN (Print)	9780367458874, 9780367458898
DOIs	https://doi.org/10.4324/9781003025955-22
Publication status	Published - 2021
Externally published	Yes

Keywords

migrant students
refugee students
inclusive education
educational needs

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.4324/9781003025955-22Licence: CC BY-NC-ND

Published versionFinal published version, 316 KBLicence: CC BY-NC-ND

Cite this

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Inclusive education for students from refugee or migrant backgrounds. / Due, Clemence.
Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders. ed. / Kelly-Ann Allen; Andrea Reupert; Lindsay Oades. Milton Park, Abingdon, Oxon: Taylor & Francis, 2021. p. 162-168.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

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AU - Due, Clemence

PY - 2021

Y1 - 2021

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AB - Students with refugee and migrant backgrounds bring with them a range of complex needs as well as strengths. This policy section explores considerations such as time in intensive English language schools or centres and policies required to support transition into mainstream education to ensure that refugee and migrant children are supported through their education and not only in specialised programs. The section also provides guidance concerning the implementation of policies concerning whole school approaches that are strengths-based. Finally, the section provides consideration of ways to support refugee and migrant students with specific needs, such as those surrounding mental health.

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KW - inclusive education

KW - educational needs

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M3 - Chapter

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SN - 9780367458874

SN - 9780367458898

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BT - Building Better Schools with Evidence-based Policy

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A2 - Oades, Lindsay

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CY - Milton Park, Abingdon, Oxon

ER -

Inclusive education for students from refugee or migrant backgrounds

Abstract

Keywords

UN SDGs

Access to Document

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