Educational needs of immigrant and refugee students

Educational needs of immigrant and refugee students This literary review examines what educators are doing to assist the influx of foreign students, what tools they use in class, and how these students perceive treatment by other students in class. In this article, I include examinations from a series of articles that relate to the topic I chose in class, which are the educational needs of immigrants and refugee students. In order to understand what these needs are, I selected articles that address the needs of immigrant and refugee students, and focused on what teachers develop in their classroom to facilitate those needs. This literary review also addresses the effectiveness of dual language programs for immigrant/refugee students, and how educators can reach these students effectively utilizing the dual language model. Educational needs of immigrant and refugee students: Are teachers meeting the needs of these students? An immigrant leaves his homeland to find greener grass. A refugee leaves his homeland because the grass is burning under his feet- Barbara Law Teachers in classrooms today face an ever-changing, more difficult challenge than those who taught in previous generations. The culture of students in class changes every year, making it complicated for educators to reach the unfamiliar ground effectively. As an educational society, we have not seen the demographics of students change more since the influx of immigrants in the early 1900s. During the past 20 years, the amount of foreign speaking students in a typical public school has doubled, if not tripled in size (Goldenberg, 2008). According to Kugler, E. G. (2009), the population of immigrant children in the classroom stands at 10.8 million students. With that said, the question remains as to how teachers reach the new immigrant and refugee students. This literature review addresses the needs of the changing environment in which teachers and students cohabitate together on a daily basis, how teachers reach students with language barriers, and complications that both parties face daily. What is the difference between a refugee and an immigrant? In order to understand the basis for this article, one must first understand the concept of refugee and immigrant. According to Colorà ­n Colorado (2008), refugees are individuals who fled their lands in fear of persecution due to personal, religious or political beliefs, in search of a safe haven. Immigrants are people that migrant to a different country in search of a more suitable job opportunity, living situation, or a desire to move closer to extended family. The major difference in a refugee and an immigrant is that refugees leave their country in a hurry, whereas the immigrant plans the move ahead of time. According to Title III of the No Child Left Behind Act of 2001, educators define immigrant students as such, individuals who are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than 3 full academic years (SDCOE, 2010). What parts of the world are immigrants and refugees coming from? This question poses large relevance to the manner in which teachers address the needs of students arriving from different countries. The needs of these students vary by country and status of which they enter the U.S. During the 1980s, there were a vast number of refugees entering the United States from Latin American countries, some arrived from Asia, and a handful came from the Caribbean islands. Statistics shows that over 85% over refugees arriving from this decade were from Latin American countries (Jensen Chitose, 1994). During the 1990s, the arrival of refugees came primarily from countries involved in conflicts such as Bosnia, Afghanistan, Iraq, Somalia, and Sudan (McBrien, 2005). In 2003, the approved refugee applications came from similar countries to United states during the 1990s influx, Bosnia (3,874), Afghanistan (1,635), Sudan (1,054), while the majority of applicants received were from the country of Somalia (24,458) (McBrien, 2005). What are the needs of immigrant and refugee students? Students who arrive from other countries requesting educational services from American teachers have many educational needs. This need varies by culture, and depends upon the services each student received in his/her home country. Many students from other countries have difficulty in reading abilities. This problem worsens when trying to grasp reading concepts in the English language. In researching this, Goldenberg states that students who learn to read in his/her first language are far more effective in grasping English language reading concepts, than those who have no reading ability at all. Teachers must use sensitivity when attempting to help foreign students in their reading ability, as these students will be discouraged if they are corrected too often, or too soon when learning English. Educators must approach instruction of reading concepts to foreign students with caution, and allow for extra time when completing assignments (Goldenberg, 2008). One critical need that refugee students have when he/she arrives here in the United States is mental health care. These refugee students bring emotional baggage to the classroom, and many teachers and counselors do not have the resources available to assist these students as the language spoken creates a barrier. Post-traumatic stress disorder is a common problem found in refugee students, and affects the students performance in school (Kugler, E.G, 2009). Due to the residency status of these students, many are unable to receive treatment for this disorder, or are afraid to divulge personal information to others, as he/she fears deportation back to the home country (Kugler, E.G, 2009). Not only is there a mental health care need within refugee students, but also a need for basic resources available to each family. When arriving here in the United States, students often have difficulty finding a school close to where the family is staying. Once the student finds a school close to home, the next hurdle is the school accepting the documentation on each learner. There are no pamphlets or handouts given to families when arriving in the States, and many do not have any personal contacts each family can rely on for assistance with education placement. Immigrant students that arrive in the U.S often acquire the English language quicker than their adult parents do. This causes the student to take on the responsibility of an adult, where he/she is often in charge of helping negotiate finances, health decisions, and family affairs (Kugler Price, 2009). The needs of immigrant and refugee students are a very multifaceted situation, that teachers cannot handle simply utilizing the ELL classroom resources. These students need to build their knowledge in core content areas also. Educators and administrators must not shelter these students from mainstream classroom culture, as it will hinder their ability to acculturate into English culture. The more exposure these students receive in English on a day-to day basis, the quicker they acquire these skills (Goldenberg, 2008). There is another need that immigrant and refugee students have when arriving in the U.S. These students understand the role they possess in his/her home culture, yet when arriving in the classroom, there is much confusion as to how these students fit in our society. The parents of immigrant/refugee students may not have the adequate time to ensure that the student knows how to act in the new culture, which leads to confusion and unease for the student. The teacher plays a large role in assisting with finding resources to help familiarize each immigrant/refugee student in understanding classroom roles for students. Some immigrant/refugee students who travel to United States for various reasons have specific needs when they appear in the classroom. One such group that researchers continue to study is the Hmong-American students that intermix with the mainstream English speaking population. These students have increased in numbers at an exponential rate since 1975, when they first started arriving from their home country of Laos (Vang, 2005). California has a large number of these students in their school system, tallying about 36,000 Hmong students, with about 85% of these having limited English proficiency (Vang, 2005). In order for these students to show success in the school system, educators and administrators must first address needs for the Hmong population. The need for these students is assistance from translator or teacher that speaks the Hmong language. Hmong students initially received placement in ESL classrooms, as administrators felt teachers might effectively reach them. Administrative staff placed Hmong students in these classes under the assumption that these students do not excel, and with no desire to further their education in college (Vang, 2005). Administrators also felt that these students, although not entering college, needed skills to survive in the workplace. Hmong students received placement in classes that geared the students toward workplace success, with the goal of minimum graduation requirements fulfilled. For administrators and educators in these situations, it is vital that they refrain from grouping students in certain classes, based upon the perceived ability each student possesses. These students must receive objective placement in classes that addresses the Hmong population need. How do teachers effectively address each of these needs? In developing strategies that teachers use to help immigrant and refugee students adapt to the new classroom culture, the first thing a teacher must incorporate is effective management skills. Teachers must re-invent styles of teaching in order to reach each foreign-born student, and understand each students cultural background. It is important for teachers to develop activities that encourage students to learn not only in his/her native language, yet also build on what they already understand (Curran, Mary Elizabeth, 2003). In a research article found, analysts report that utilizing a dual-language program is helpful for immigrant and refugee students (Goldenberg, 2008). This concept involves students using their home language in the morning to learn subject material, and then in the afternoon using English while learning different content areas (Goldenberg, 2008). This teaching concept is known as a dual language program in many states. Here in Nebraska, the dual language program provides opportunities for both English and foreign language learners. Where do teachers fail in reaching the needs of immigrant and refugee students? With the vast influx of immigrant and refugee students arriving in the classroom over the past two decades, the challenge to give these students proper education has proven difficult for many teachers in any grade level. There are several problems when attempting to reach the immigrant and refugee students. The first issue is that the immigration/refugee population is not getting any smaller, and research shows that the amount of incoming immigrants to the number of native English speakers in the classroom grows at a rate of 4:1(Walker, A., Shafer, J., Liams, M. 2004). A second issue in which teachers and administrators fail to reach immigrant and refugee students is only teaching English in school, which does not allow assistance in foreign languages in these classrooms. The English only push in schools enables legislation that denies use of any other language than English within the classroom setting (Shunpiking, 1996). This limits the learning environment for those who are limited English proficient, and does nothing to promote success of these students. There are currently sixteen states that have English only laws in schools, Arizona, Arkansas, California, Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Mississippi, Nebraska, North Carolina, North Dakota, South Carolina, Tennessee and Virginia (Shunpiking, 1996). There is one area in which educators and administrators fail in meeting the needs of immigrant/refugee students that often many in society do not consider. In some areas of the U.S, these students do not receive enrollment in charter schools, yet these schools are often closest to where the immigrant/refugee students live. New York is one of the cities that struggles to ensure immigrant/refugee students have a place in their charter schools. A study done in January of 2010 by United Federation of Teachers found that only four percent of ELL students receive enrollment in charter schools within the neighborhood these students live in. This is in contrast to the citywide average of 14 percent that enroll in charter schools. Charter schools receive on average about 10 percent less students of free/reduced lunches than those schools on the district level. How do teachers encourage refugee and immigrant students to succeed? Helping refugee and immigrant students succeed not only takes place in the classroom setting, but can assist refugee/immigrant students and their families outside the class also. Teachers can tap into community resources available to the school that will help each immigrant/refugee family feel welcome. According to Colorà ­n Colorado (2009), there are several things teachers can pursue to help students adapt within the new environment when arriving in the classroom. Below are the methods as listed on their website. The first is the teacher must educate him/herself about the new student. It is important to learn their culture, and from what country they originate. It is helpful for new students lowering their affective filter if the teacher allows each individual to share with the class their experiences. Below is a list by Colorà ­n Colorado (2009), of things teachers should utilize to help welcome new immigrant and refugee students in class: Learn as much as you can about refugee students cultures, and invite students to share their knowledge with their classmates. Develop a list of community resources such as food and clothing shelves, health care centers, and adult ESL classes. Have the information on hand to share at conferences or other family events. Consider what works best for the families if they live in a concentrated area with a community center you may want to hold the meetings in their neighborhood. Be sure to have bilingual support, food and childcare. Federal funds can be used to provide transportation as well. For older students who need to develop initial literacy skills, work with other staff to provide age-appropriate materials that allows the students to practice their developing skills, but doesnt require them to complete activities designed for young children (Colorà ­n Colorado, 2009). Are dual language programs effective for immigrant and refugee students? The effectiveness of a dual language program in a given school system relies upon the acquired skills teachers possess in the program, and the ability to successfully reach each student. In Texas, administrators tout this program with a mark of success in their school systems.

Comparing the Families in Rowling’s Harry Potter and the Prisoner of Az

Comparing the Families in Rowling’s Harry Potter and the Prisoner of Azkaban and Hoban’s The Mouse and His Child Creating â€Å"worlds of their own, with particular kinds of boundaries separating them from the larger world†, families ideally provide encouragement and protection for each of their members (Handel, xxiv). In J.K. Rowling’s Harry Potter and the Prisoner of Azkaban, however, the Dursleys and Aunt Marge fail to fulfill their roles as Harry’s primary caregivers. In Russell Hoban’s The Mouse and His Child, the father mouse is unable to give his child all that he needs and longs for. In these two children’s stories, the expectation that families will provide physical support, emotional support, and encouragement for their children is not met. In Harry Potter and the Prisoner of Azkaban, the orphaned Harry is physically neglected by his only living relatives, the Dursleys. Harry’s Uncle Vernon, Aunt Petunia, and cousin Dudley think that by endorsing Harry’s non-existence in their lives, their fear of non-Muggles would disappear. Treating Harry like a wild animal, the frightened Dursleys physically confine Harry to their home and do not allowing their nephew any contact with the outside world. When Harry finally runs away from the Dursleys, he panics because his family never gives him Muggle money. While forcing Harry to stay indoors, the Dursleys also encourage Harry â€Å"to stay out of their way, which Harry [is] only too happy to do† (Harry Potter and the Prisoner of Azkaban, 24). Shunning communication and distancing themselves physically from Harry, the Dursleys fail at being the loving family that Harry needs and craves. By giving Harry little to eat and old clothes to wear, the Dursleys contin ue to treat Harry as n... ...ting and abusing him. In The Mouse and His Child, the father mouse is fond of his little son, but he is inept at keeping his family of two stable. Being a passive and pessimistic parent, the father mouse, like Harry’s aunt and uncle, fail at providing the mouse child with physical support, emotional support, and moral encouragement. Although they are family, the Dursleys and the mouse father provide a dysfunctional setting for Harry and for the mouse child, forcing their children to grow up painfully faster. Works Cited Handel, G. Introduction to the first edition, 1967. In The Psychosocial Interior of the Family. Ed. G. Handel and G.G. Whitchurch. New York: Aldine de Gruyter, 1994. xxiii-xxx. Hoban, Russell. The Mouse and His Child. New York: Harper & Row, 1967. Rowling, J.K. Harry Potter and the Prisoner of Azkaban. Vancouver: Raincoast Books, 2000.

Meeting Essential Care Needs Essay

Mrs Gale is a 70 year old widow and retired unskilled worker. The patient lives alone and relies on her son to provide basic care, medication and meals. Mrs Gale has a history of weight fluctuation owing to lifestyle but is currently at risk of malnutrition due to Parkinson’s disease. Mrs Gale shows signs of early dementia and suffers from poor mobility and pain caused by arthritis. Mrs Gale also has mild depression triggered by loss and has become socially isolated. All names have been changed as per the Nursing and Midwifery Council confidentiality guidelines (2008). Mrs Gale is a 70 year old widow and retired unskilled worker. The patient lives alone and relies on her son to provide basic care, medication and meals. Mrs Gale has a history of weight fluctuation owing to lifestyle but is currently at risk of malnutrition due to Parkinson’s disease. Mrs Gale shows signs of early dementia and suffers from poor mobility and pain caused by arthritis. Mrs Gale also has mild depression triggered by loss and has become socially isolated. All names have been changed as per the Nursing and Midwifery Council confidentiality guidelines (2008). Introducing the nature of essential care needs Daily activities of living such as; eating, breathing, and mobilising were seen by Roper (1976) as a method of identifying the needs of a patient. By understanding what a patient requires in order to function normally, a nurse can address what is missing and produce a care plan accordingly. The Roper, Logan and Tierney’s model of nursing identified the activities that are deemed essential and suggests that it is not important to treat all the activities at once (Roper et al. 2000). Yura & Walsh (1983) believed that it is impossible to separate a person into their needs and therefore you cannot treat one without treating the others. Newton (1991) concluded that in order to conduct a holistic approach, all factors need to be considered. Along with the essential needs there are also the physical, psychological, sociocultural, politico-economic, and environmental factors that will need consideration. Factoring these into patient care produces a person centred approach (Steinbach 2009). This means that a patient will experience care that is individually tailored to them. In order to meet the needs of Mrs Gale, the care will be assessed according to differences in her human needs, her social role, her expectations of care and her lifestyle behaviours. This is because as an older adult, Mrs Gale’s needs are different to those of younger adults and children (Copeman 1999; Yura & Walsh 1983). There will be particular focus on Mrs Gale’s nutritional needs as this is an area of concern due to her Parkinson’s and the risk of malnutrition associated with it. The involuntary shaky movements associated with Parkinson’s disease causes an increase of energy expenditure which can lead to weight loss. Other symptoms and her medication can also decrease food intake. Fortunately medication such as levodopa contains medication that minimises these side effects (Green n. d. ). Mrs Gale’s poor mobility and pain levels will also affect her ability to consume nourishment as well as the ability to prepare, serve and purchase food and drink. Roper et al. (1996 cited Bloomfield & Pegram 2012) stated that when addressing psychological needs it is important to understand that Mrs Gale’s appetite will be affected by her emotional state. Mrs Gale’s cognitive impairment may also lead to her forgetting to eat or consuming too much (Beardsley 2000). The environmental factors to consider for Mrs Gale are the layout of her home, having a suitable eating area, available food storage and how is Mrs Gale able to purchase food (Copeman1999; NICE 2006). Mrs Gale has been identified as being from a working class family; this means she has learnt behaviours which may impact on her health such as not buying suitable foods (Browne 2005). The financial costs of healthy foods, available funding, benefits and local care provisions via the social care system or local government schemes will also need deliberation (Copeman1999; Age UK 2012). Changes due to the aging process also need to be addressed. Calcium reabsorption increases especially in women after the menopause, this decreases bone density. Lean tissue decreases as fat increases with age; there is also a decline in the percentage of body water meaning that body temperature is more difficult to control. Thirst decline and decreased renal function means that older people can become dehydrated (Copeman 1999). The function of the bowel reduces, meaning that the elderly are more susceptible to indigestion and constipation. The risk of constipation is also increased with Parkinson’s disease (Parkinson’s UK 2011). The final consideration is the deterioration of the sensory system. Taste, smell, vison, pain and touch all decline meaning that food may not be as appealing (Copeman 1999). Exploration of the evidence underpinning the delivery of care In order to determine the nutritional care of Mrs Gale the nursing process will be used. Nursing was described as a problem-solving process with 4 stages termed; assessment, planning, implementation and evaluation by Yura & Walsh (1967) (cited Aggleton & Chalmers 2000). This principle is still used in clinical practice today and is considered to be best practice (Bloomfield & Pegram 2012). By carrying out an assessment nurses can identify the causes of problems that require medical involvement. Nettina (2006) described assessment as; the collection of data that will identify actual or potential health problems. This means that a health assessment is carried out to determine what care is currently required or care that will be required in the future. Assessment begins with a complete nursing history and finishes with a nursing diagnosis which is based on facts and evidence (Yura & Walsh 1983). Assessment is carried out by observing the patient as a whole and includes; making notes on the patient’s dress, expression, non-verbal cues, deformities, and absence of parts such as teeth (Yura & Walsh 1983). Data collection is done by using various assessment tools such as; measuring weight and height, calculating body mass index (BMI) and screening tools such as the Malnutrition Universal Screening Tool (MUST) (Copeman1999; Stratton et al. 006). The use of BMI alone has raised questions due to people falling outside of the normal range and still being healthy (McWilliams 2008). Evidence for the use of the MUST was concluded from research that was conducted by Stratton et al (2006). However, the MUST is recommended by NICE and is used regularly to identify those at risk of malnutrition (McWilliams 2008). In order to plan care effe ctively there are three phases that must be considered. The first investigates the main concerns of the practitioner and patient. Subsequently the goals of the practitioner and client are determined. Finally the required nursing interventions are recorded (Carpenito-Moyet 2006). Planning can be used to design strategies to assist the patients, for example diet plans and calorie allowance (Copeman 1999). With Mrs Gale the simplest and inexpensive intervention will be to promote a healthy diet and encourage foods with high-nutrient content (Holmes 2012). During planning, goals are determined that will lead to ultimate health and wellness (Yura & Walsh 1983). These goals are developed by open dialogue between patient and practitioner and are assigned a time scale to be completed by (Carpenito-Moyet 2006). For example Mrs Gale has poor nutritional intake as a diagnosis and a goal could be to improve this. However, if the poor nutrition is due to money, then a time scale of a few weeks would allow time to sort out benefits and buy the correct nutrition. If the poor nutrition was due to behaviour issues, then a longer time period would be assigned in order to assist with help in changing that behaviour (Carpenito-Moyet 2006). The Orem model of nursing (2001) states that the nurse must act for the patient to increase their learning and awareness of their condition. However, in order for care to be implemented effectively a nurse must have intelligence, interpersonal and technical skills (Yura & Walsh 1983). The ability to build relationships with clients and other practitioners is important to form trust and identify where a multi-disciplined approach can be used (Aggleton & Chalmers 2000). Communication plays a huge role in the implementation of care due to continued discussion and questioning with the patient. The nurse must look for verbal and non-verbal cues from the patient and continue to collect data (Aggleton & Chalmers 2000). By doing this the nurse will be able to use their clinical judgement and have an adaptive approach to care (Yura & Walsh 1983). A nurse must also be realistic and recognise their strengths and weaknesses. This will allow recognition of assistance and possible referrals to other practitioners that maybe required (Siviter 2008). This sharing of information and asking for help is part of the NMC’s code of conduct (2008). A nurse must also have the knowledge to recognise normal and abnormal human functioning and the evidenced based interventions that can be used (Brooker & Nicol 2011). The care should also be safe, have the patient’s best interests, involve the multi-disciplinary team (MDT) and the patient, and informed consent should be obtained (NMC 2008). Evaluation of achievement is conducted to see if the best action or intervention has been used. Reflection will indicate if current goals should be maintained or if new goals are required for the patient (Siviter 2008). However, the achievement of the goals can be subjective and difficult to measure. To evaluate if the goals have been achieved, listening and observation needs to be conducted and it is important to remember that non-achievement is not failure. It is possible that new more achievable goals are needed or that the current intervention is not effective for the patient (Brooker & Nicol 2011). Short term an appropriate goal will be the achievement of weight maintenance or gain and long term will be the changing of negative health related behaviours (Siviter 2008). This will be educated via referral to a dietician and via information guides such as; the Parkinson’s and Diet leaflet, designed by the Parkinson’s Disease Society (2008). Diet can also be supplemented with high energy and protein drinks such as Fresubin and are prescribed via a dietician or General Practitioner (Holmes 2012). Mrs Gale’s weight can be monitored every 4-6 weeks, if there are changes in her medication or every 3 months if stable (Green n. d. ). Mrs Gale can also be directed to age UK who can provide details of benefits, home and shopping assistance (Age UK 2012). All of Mrs Gale’s nutritional needs have been assessed, planned and evaluated. The implementation of this care will depend on the cooperation by Mrs Gale. Practitioners have to remember that patients have the right to refuse treatment. After all the evidence is presented and all questions and concerns are addressed the patient will have an informed choice (NICE 2007). Personal development plan (University of Southampton 2012) Identified areas for further development Heart: Intrinsic motivation (Developing compassionate care) On refection I believe I need to develop my communication skills, especially when dealing with older people and cognitive impairment. This will make sure my care remains person centred (Steinbach 2009). I must also develop my understanding of how and when to use the available assessment tools so that I can complete the nursing process (Yura & Walsh 1983). I must also improve my questioning techniques so that when I am faced with a client, such as Mrs Gale, I can collect all the relevant information I will need to plan her care (Aggleton & Chalmers 2000). Suggested activities and experiences that will assist in future development In order to facilitate my development I will need to nurse patients with a variety of medical and cognitive conditions; this can be achieved while on placement. This will improve my communication skills and my confidence (NMC 2008). Furthermore I need to observe nurses in a ward or community setting while they implement the most appropriate assessment tool for their patient. This can be done while on placement and by contacting the community care team and arranging to shadow a community nurse. While completing practice experience one, I was able to take part in the planning process. I will need to continue with this so that I am confident in planning essential care. Identified areas for further development Nerve: Self-belief and self-efficacy (Developing themselves and advocating for the service user or carer) To develop my self-belief and to be an advocate for my patient I will need to work on my confidence (NMC 2008). I will need confidence in applying the best nursing practice (Yura & Walsh 1983). I will need confidence in speaking up and making sure my patients receive the correct care and any available funding that they might need. If I am unable to provide this service I must have the ability to refer my patients or to ask questions so that this can be achieved. Suggested activities and experiences that will assist in future development To develop this confidence, I must work alongside mentoring staff and observe dieticians, community nurses and general practitioners. By doing this I will appreciate how other professions care for my patient. Similarly I will gain understanding of which profession I would refer my patient to for future treatment. Working as part of a multi-disciplinary team will improve my confidence and allow for questioning (NMC 2008). Identified areas for further development Brain: Critical and analytical skills (Application of appropriate theory/research to practice) In order for me to apply theory into practise, I must research the care of various conditions and begin to understand the theoretical knowledge behind that care. This process has begun with the research I have conducted on Parkinson’s disease and also on my research into the use of BMI and MUST (Eknoyan 2008; MAG 2003). I will also need to visit other areas of practice to see the nursing process being applied (NMC 2008). Suggested activities and experiences that will assist in future development I must attend any available courses, workshops and meetings that deal with patient care and conditions. While on practice experience two, I would like to attend a nutrition workshop and discover the benefit of supplementary foods and drinks available. I will arrange to work with and observe dieticians within a hospital setting and question them on transferring this knowledge to community settings.

Pictures and Profiles of Prehistoric Sharks