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Resettlement Education Case Managers' Experiences Supporting Refugee Families with Children with Disabilities.

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Title: Resettlement Education Case Managers' Experiences Supporting Refugee Families with Children with Disabilities.
Authors: Adams, Nicole B., Santos, Rosa M.
Source: Journal of Child & Family Studies. Jul2025, Vol. 34 Issue 7, p1716-1730. 15p.
Subjects: Emigration & immigration & psychology, Health services accessibility, Research funding, Psychology of refugees, Interviewing, Descriptive statistics, Thematic analysis, Research methodology, Special education, Social support
Geographic Terms: United States
Abstract: The number of refugees displaced internationally and entering the United States (U.S.) continues to rise, with recent U.S. refugee arrivals recovering past pre-pandemic numbers. Upon resettlement in the U.S., refugees have access to resettlement staff support, including the support of education case managers (ECMs) who often support refugees resettling with children with disabilities. Many families with children with disabilities experience marginalizing systems, but the intersectional identities of refugee families with children with disabilities compounds the impact of systems that marginalize families with children with disabilities. This study utilized semi-structured interviews from a bio-ecological approach to explore what facilitated and impeded ECMs support of refugee families with young children with disabilities. Nine ECMs, located across the U.S., participated in the study. Participants identified two themes related to barriers and facilitators: (1) responsiveness of schools and agencies, and (2) professional factors. The study highlighted systemic barriers that impacted ECMs' opportunities to support refugee families to access special education supports, as well as facilitators, such as resettlement agency staff conducting developmental screenings to monitor children's progress. ECMs also described how their limited understanding of special education contributed to their abilities to support refugee families in gaining access and advocating for their child's needs. This study provides additional research about approaches, policies, and practices of resettlement agencies and educational systems that can support or impede refugee children's access to special education supports. Additionally, this study highlights implications to support ECMs' knowledge of special education and changes to policies to further support refugee families with young children. Highlights: ECMs support some refugee families with children with disabilities to access special education services, but their positions are limited due to policies and agency priorities. ECMs strongly believe that part of their jobs should be supporting refugee families to navigate special education systems, but they are often limited in their education, which can adversely impact families' access to inclusive educational opportunities. ECMs described differences between resettlement agencies and schools in their use of culturally responsive approaches and interpreters, thus impacting refugee families' experiences with each agency. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Child & Family Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Resettlement Education Case Managers' Experiences Supporting Refugee Families with Children with Disabilities.
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  Data: <searchLink fieldCode="AR" term="%22Adams%2C+Nicole+B%2E%22">Adams, Nicole B.</searchLink><br /><searchLink fieldCode="AR" term="%22Santos%2C+Rosa+M%2E%22">Santos, Rosa M.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Child+%26+Family+Studies%22">Journal of Child & Family Studies</searchLink>. Jul2025, Vol. 34 Issue 7, p1716-1730. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Emigration+%26+immigration+%26+psychology%22">Emigration & immigration & psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Health+services+accessibility%22">Health services accessibility</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+refugees%22">Psychology of refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink>
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  Data: The number of refugees displaced internationally and entering the United States (U.S.) continues to rise, with recent U.S. refugee arrivals recovering past pre-pandemic numbers. Upon resettlement in the U.S., refugees have access to resettlement staff support, including the support of education case managers (ECMs) who often support refugees resettling with children with disabilities. Many families with children with disabilities experience marginalizing systems, but the intersectional identities of refugee families with children with disabilities compounds the impact of systems that marginalize families with children with disabilities. This study utilized semi-structured interviews from a bio-ecological approach to explore what facilitated and impeded ECMs support of refugee families with young children with disabilities. Nine ECMs, located across the U.S., participated in the study. Participants identified two themes related to barriers and facilitators: (1) responsiveness of schools and agencies, and (2) professional factors. The study highlighted systemic barriers that impacted ECMs' opportunities to support refugee families to access special education supports, as well as facilitators, such as resettlement agency staff conducting developmental screenings to monitor children's progress. ECMs also described how their limited understanding of special education contributed to their abilities to support refugee families in gaining access and advocating for their child's needs. This study provides additional research about approaches, policies, and practices of resettlement agencies and educational systems that can support or impede refugee children's access to special education supports. Additionally, this study highlights implications to support ECMs' knowledge of special education and changes to policies to further support refugee families with young children. Highlights: ECMs support some refugee families with children with disabilities to access special education services, but their positions are limited due to policies and agency priorities. ECMs strongly believe that part of their jobs should be supporting refugee families to navigate special education systems, but they are often limited in their education, which can adversely impact families' access to inclusive educational opportunities. ECMs described differences between resettlement agencies and schools in their use of culturally responsive approaches and interpreters, thus impacting refugee families' experiences with each agency. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Child & Family Studies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=187262288
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1007/s10826-024-02965-1
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 1716
    Subjects:
      – SubjectFull: Emigration & immigration & psychology
        Type: general
      – SubjectFull: Health services accessibility
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Psychology of refugees
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Resettlement Education Case Managers' Experiences Supporting Refugee Families with Children with Disabilities.
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            NameFull: Adams, Nicole B.
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              M: 07
              Text: Jul2025
              Type: published
              Y: 2025
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