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Newcomer education is a need with international implications. The Refugee Convention of the UNHCR in 1951 listed public education as one of the fundamental rights of refugees, stating that “elementary education satisfies an urgent need [and] schools are the most rapid and effective instrument of assimilation.”
Attention deficit hyperactivity disorder (ADHD) [1] is a neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, impulsivity, and emotional dysregulation that are excessive and pervasive, impairing in multiple contexts, and developmentally inappropriate. [9]
A particular social group is a group of persons who share a common characteristic other than their risk of being persecuted, or who are perceived as a group by society. The characteristic will often be one which is innate, unchangeable, or which is otherwise fundamental to identity, conscience or the exercise of one’s human rights.
Large, high quality research has found small differences in the brain between ADHD and non-ADHD patients. [1] [15] Jonathan Leo and David Cohen, critics who reject the characterization of ADHD as a disorder, contended in 2003 and 2004 that the controls for stimulant medication usage were inadequate in some lobar volumetric studies, which makes it impossible to determine whether ADHD itself or ...
Prior to the 1951 convention, the League of Nations' Convention relating to the International Status of Refugees, of 28 October 1933, dealt with administrative measures such as the issuance of Nansen certificates, refoulement, legal questions, labour conditions, industrial accidents, welfare and relief, education, fiscal regime and exemption from reciprocity, and provided for the creation of ...
This change in the definition has paved the way for "prima facie" group refugee status determination. Whereas the 1951 Refugee Convention uses "country of his nationality" as geographical unit that a refugee must have fled from, the second paragraph of the definition in the 1969 Refugee Convention uses "his place of habitual residence" as ...
All students need some form of support to help them overcome obstacles and challenges they may face in their lives, especially refugee children who may experience frequent disruptions. There are a few ways in which schools can help refugee students overcome obstacles to attain success in their new homes: [ 159 ]
Advocacy and partnership agreements with Ministries, Universities and Academia to expand access for refugee students and to mitigate barriers that prevent refugee students to enrol in university; Establishing and developing complementary pathways of admission for refugees through access to higher education opportunities, such as scholarships ...