Somalis and Disability
Cultural Context and Implications for Practice
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Revision with unchanged content. There are a limited number of studies relating to African immigrants and refugees in the U.S. and their educational issues. They are unnoticed and less researched; however, they are rapidly increasing in urban U.S. school districts. This lack of research denies schools and policy makers the opportunities to explore educational issues concerning them. An educational issue in particular where there is a dearth of literature is African immigrants and refugees who are limited English proficient (LEP) with concomitant disabilities. The purpose of this study was to i...
Revision with unchanged content. There are a limited number of studies relating to African immigrants and refugees in the U.S. and their educational issues. They are unnoticed and less researched; however, they are rapidly increasing in urban U.S. school districts. This lack of research denies schools and policy makers the opportunities to explore educational issues concerning them. An educational issue in particular where there is a dearth of literature is African immigrants and refugees who are limited English proficient (LEP) with concomitant disabilities. The purpose of this study was to identify the educational characteristics of Somali immigrant and refugee students who are identified as LEP students with disabilities in one urban Midwestern school district. Additionally, the study focuses on gaining an understanding of the cultural context of disability from an African immigrant and refugee community's perspective, and understanding community providers perspectives on disability and special education on this population as well. Educational policy makers, principals, teachers and community education advocates in areas with high immigrate populations will find this study very helpful.
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