Identifying the learning development of students who are refugees
Tangen, Donna J. (2009) Identifying the learning development of students who are refugees. Australian Journal of Guidance & Counselling, 19(2), pp. 150-160.
Students who are refugees need understanding and support to settle successfully into mainstream Australian classrooms. Teachers not aware of students’ prior learning and the process of second language acquisition may have difficulty providing the most appropriate learning environments to meet these students’ needs. This study found that, with no coordination of information on students’ learning backgrounds nor of their learning needs and development, students were in danger of being identified as at-risk of having a learning disability, with little support to substantiate such claims.
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|Item Type:||Journal Article|
|Keywords:||Learning needs, Refugees, Information sharing|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2009 Australian Academic Press Pty. Ltd.|
|Copyright Statement:||Australian Academic Press adheres to the Open Access (OA) “Green Standard” for author self-archiving which allows journal authors who have published in an Australian Academic Press journal to post the peer-reviewed version of their article prior to typesetting on an online archive, repository, or website.|
|Deposited On:||09 Mar 2010 22:19|
|Last Modified:||25 Mar 2013 19:07|
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