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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.”
Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs.
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The refugee resettlement gap refers to the number of refugees judged eligible for third country resettlement compared to the number of refugees who have been resettled in that year. The difference between these two figures occurs due to fluctuations in refugee needs and due to UN member state policies towards resettlement within their borders ...
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The prevalence of elevated blood lead levels (i.e., BLLs ≥ 10 μg/dL) among newly resettled refugee children is substantially higher than the 2.2% prevalence for US children. [38] A 2001 Massachusetts study found as many as 27% of newly arrived refugee children with elevated BLLs, making refugees one of the highest risk groups. [39]
Special education classes are the primary treatment. These classes focus on activities that sustain growth in language skills. The foundation of this treatment is repetition of oral, reading and writing activities. Usually the SLP, psychologist and the teacher work together with the children in small groups in the class room.