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Migrant Children with Special Educational Needs in European Schools -- A Review of Current Issues and Approaches

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Title: Migrant Children with Special Educational Needs in European Schools -- A Review of Current Issues and Approaches
Language: English
Authors: Jørgensen, Clara Rübner (ORCID 0000-0001-8387-4819), Dobson, Graeme, Perry, Thomas
Source: European Journal of Special Needs Education. 2021 36(3):438-453.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Information Analyses
Descriptors: Migrant Children, Migrant Education, Special Education, Special Needs Students, Student Diversity, Cultural Differences, Foreign Countries, Family Attitudes, Expectation, Family School Relationship, Social Support Groups, Cultural Awareness, Readiness, Educational Environment, School Role, Student Evaluation, Enrollment, Disproportionate Representation, Student Needs
Geographic Terms: Europe
DOI: 10.1080/08856257.2020.1762988
ISSN: 0885-6257
Abstract: This paper presents findings from an exploratory review of the literature on school approaches and current issues within European schools in relation to migrant children with Special Educational Needs (SEN). 13 papers were identified and analysed and three key 'journeys' reflecting the developing and negotiated nature of family and school experiences and practices were identified: the family journey, the school journey and the journey into SEN. The findings emphasise the importance of professionals acknowledging cultural and individual diversity, not only by considering the cultural backgrounds of migrants, but also by critically understanding their own cultural framework and how they use it in their work with families. The review provides a useful reference for future research in this area and for professionals working with diverse communities, by highlighting common practices to be aware of, and by providing evidence that more training is needed of school staff in how to manage and understand migration and diversity in relation to children with SEN.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1306391
Database: ERIC
FullText Text:
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  Data: Migrant Children with Special Educational Needs in European Schools -- A Review of Current Issues and Approaches
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Jørgensen%2C+Clara+Rübner%22">Jørgensen, Clara Rübner</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8387-4819">0000-0001-8387-4819</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dobson%2C+Graeme%22">Dobson, Graeme</searchLink><br /><searchLink fieldCode="AR" term="%22Perry%2C+Thomas%22">Perry, Thomas</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Special+Needs+Education%22"><i>European Journal of Special Needs Education</i></searchLink>. 2021 36(3):438-453.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
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  Label: Publication Date
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  Data: 2021
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Migrant+Children%22">Migrant Children</searchLink><br /><searchLink fieldCode="DE" term="%22Migrant+Education%22">Migrant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Attitudes%22">Family Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment%22">Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink>
– Name: DOI
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  Data: 10.1080/08856257.2020.1762988
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  Data: 0885-6257
– Name: Abstract
  Label: Abstract
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  Data: This paper presents findings from an exploratory review of the literature on school approaches and current issues within European schools in relation to migrant children with Special Educational Needs (SEN). 13 papers were identified and analysed and three key 'journeys' reflecting the developing and negotiated nature of family and school experiences and practices were identified: the family journey, the school journey and the journey into SEN. The findings emphasise the importance of professionals acknowledging cultural and individual diversity, not only by considering the cultural backgrounds of migrants, but also by critically understanding their own cultural framework and how they use it in their work with families. The review provides a useful reference for future research in this area and for professionals working with diverse communities, by highlighting common practices to be aware of, and by providing evidence that more training is needed of school staff in how to manage and understand migration and diversity in relation to children with SEN.
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  Data: 2021
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  Data: EJ1306391
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        Value: 10.1080/08856257.2020.1762988
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      – Text: English
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    Subjects:
      – SubjectFull: Migrant Children
        Type: general
      – SubjectFull: Migrant Education
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Cultural Differences
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Family Attitudes
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      – SubjectFull: Expectation
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      – SubjectFull: Family School Relationship
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      – SubjectFull: Social Support Groups
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Readiness
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      – SubjectFull: Educational Environment
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      – SubjectFull: School Role
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Enrollment
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Europe
        Type: general
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      – TitleFull: Migrant Children with Special Educational Needs in European Schools -- A Review of Current Issues and Approaches
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              Value: 36
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