The Multicultural Liaison Officers' Perspective in Assessing Refugee Children in the Schools
DOI:
https://doi.org/10.25071/1920-7336.22060Keywords:
refugee and immigrant students, children with disabilities, assessment, cultural interpretation, service providers, schools, Multicultural Liaison OfficersAbstract
Any assessment, psychological, educational or speech and language, even in the native language, may pose many challenges for refugee children and their families in the schools. The Multicultural Liaison Officers are based at the schools to help families in dealing with a new educational systern. One of the areas the MLOs play a major role is in assisting the schools in assessing students. This article examines the involvement of the Multicultural Liaison Oficers and their perspectives on assessing refugee children with disabilities as well as some of the obstacles and possibilities the families and the professionals face in dealing with this process.Metrics
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Published
2000-03-01
How to Cite
Beglari, A., & Thai, H. (2000). The Multicultural Liaison Officers’ Perspective in Assessing Refugee Children in the Schools. Refuge: Canada’s Journal on Refugees, 18(6), 46–49. https://doi.org/10.25071/1920-7336.22060
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Copyright (c) 2000 Afarin Beglari, Huong Thai
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Refuge authors retain the copyright over their work, and license it to the general public under the Creative Commons Attribution-Non Commercial License International (CC BY-NC 4.0). This license allows for non-commercial use, reproduction and adaption of the material in any medium or format, with proper attribution. For general information on Creative Commons licences, visit the Creative Commons site. For the CC BY-NC 4.0 license, review the human readable summary.
