Pugh, K., Every, D., & Hattam, R. (2012). Inclusive Education for Students with Refugee Experience: Whole School Reform in a South Australian Primary School. The Australian Educational Researcher, 39, 125-141.
https://doi.org/10.1007/s13384-011-0048-2

has been cited by the following article:

• TITLE: Making Sure All Refugee Children Have Access to Inclusive Education: A Global Perspective with New South Wales (NSW), Australia, as a Case Study

  AUTHORS: Jiwen Yang

  KEYWORDS: Inclusive Education, Refugee Children, New South Wales, Australia, Liberal Egalitarianism, Policy Brief, Stakeholder Perspectives, Educational Quality, Equity, Community Engagement

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.4, April 23, 2024

  ABSTRACT: This policy brief examines the imperative of ensuring inclusive education for refugee children, with a focus on New South Wales (NSW), Australia, as a case study. Drawing from the principles of liberal egalitarianism and international frameworks such as the Universal Declaration of Human Rights, the brief underscores the rights of refugee children to access quality education without discrimination. It delves into the current context and policies governing inclusive education in NSW, emphasizing the need for protection from harm, access, inclusivity, and educational quality. Stakeholder perspectives, including educators, policymakers, and refugee communities, are analyzed, highlighting diverse viewpoints and challenges. The brief proposes solutions encompassing innovative educational practices, policy reforms, community engagement, teacher training, mentorship, and access to technology. Anticipated outcomes include improved educational outcomes, reduced dropout rates, enhanced cultural sensitivity, and increased community involvement. The findings resonate globally, emphasizing the universal importance of equitable education for refugee children.