Family-Professional Partnerships With Refugee Families of Children With Disabilities

Research demonstrates the positive impact of family-professional partnerships on student and family outcomes. Despite the importance of family-professional partnerships, however, research on such partnerships with refugee families of children with disabilities has been largely absent from the research literature. The aim of this article is to review existing research regarding building and maintaining partnerships between refugee families and school professionals for refugees who have been resettled to host countries, or countries that grant refugees legal status as permanent residents. We discuss implications for U.S. educational systems and offer recommendations for future research.