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PARTNERSHIP DEVELOPMENT Grant

Partnership Goals and Activities

Goals

  • Establish a network of international multidisciplanary researchers, practitioners and other individuals that seek to develop a dynamic and practical repository of knowledge and resources related to the support of refugee children with dis/abilities.
  • Facilitate collaborative international research and project proposals that are community and context driven by front line practitioner entities in search of practical applications of effective practices as part of the synthesis of partnered knowledge development and mobilization.
  • Engage in an international, interdisciplanary approach to understanding the varied experiences and needs of refugee children with dis/abilities.

Achievments

  • Three international symposiums were held (two in Vancouver, Canada and one in Istanbul, Turkiye) in which the experiences of refugee children with dis/abilities were shared and discussed.
  • The REACH international research partnership was founded and expanded
  • Three 'follow-up' project proposals developed (two funded and one under-review)
  • Presentations at academic conferences
    • Williamson, R.L. (2025, April 9). Framing International Inclusive Education to Inform Strategy Development. [Paper Presentation] International Scientific and Practical Conference: Inclusive Education and Society- methodology, research, practice, Atyrau, Kazakhstan
    • Barber, S. & Williamson, R.L. (2024, June 30). Art as Inclusive Practice: Engaging Canadian Refugees with Disabilities [paper presentation], International Association of Special Education Biennial Conference, Pilsen, Czechia
    • Williamson, R.L., Barber, S. & Pazoki, N. (2024, June 30). Lessons learned: Supporting Culturally Complex Students in Inclusive Settings [paper presentation], International Association of Special Education Biennial Conference, Pilsen,     Czechia
    • Williamson, R.L. (2024, April 14). Translating Inclusion: A Model to Relationally Frame International Inclusive Education Research, American Educational Research Association (AERA) Annual Meeting, Philadelphia, USA
    • Williamson, R.L., Aldabaibeh, A., Barber, S., Sultangubiyeva, A. & Shilibekova, A. (2024, April 13). Examining the Educational Experiences of Refugee Children with Disabilities in Jordan, Canada, and Kazakhstan. American Educational Research Association (AERA) Annual Meeting, Philadelphia, USA
    • Barber, S. & Williamson, R.L. (2024, April 14). Comparing Refugee children with Disabilities and Parents鈥� Values in Learning Through the Arts in Canada, American Educational Research Association (AERA) Annual Meeting, Philadelphia, USA
    • Barber, S. & Akimenko, O.* (2025, May 15). Dismantling barriers for refugee children with disabilities鈥� (RCDs) through inclusive education:  Art methodologies that reduce trauma, promote  translanguaging and increase well-being in Canadian schools. [University鈥檚 conference    proceedings published on website]. Inclusive Education and Society:  Methodology, Research, Practice.  Ministry of Science and Higher Education of the Republic of Kazakhstan, Atyrau University, Atyrau, Kazakhstan
    • Barber, S. & Akimenko, O.* (2025, April 9). Dismantling barriers for refugee children with disabilities鈥� (RCDs) through inclusive education:  Art methodologies that reduce trauma, promote translanguaging and increase well-being in Canadian schools. [Virtual presentation]. Inclusive Education and Society:  Methodology, Research, Practice.  Ministry of Science and Higher Education of the Republic of Kazakhstan, Atyrau University, Atyrau, Kazakhstan. 
    • Akimenko, O.* & Barber, S. (2025, Feb.19). Innovative pedagogies for refugee students: Blending art and translanguaging in elementary schools. [Paper]. WestCast -2025. 大象传媒, Burnaby, B.C.
    • Pazoki, N.* & Barber, S. (2024, June 30). Lessons learned:  Supporting culturally complex students within   inclusive settings.  [Paper]. International Association of Special Education, (IASE). University of West Bohemia, Plzen, Czech Republic.
    • Barber, S. (2023, August 25).  When 鈥渟uperdiversity鈥� is the norm: Inclusion through the arts as a universal       language guides children towards Canadian curriculum and wellbeing [Paper presentation]. The value of diversity in education and educational research. European Conference on Educational Research (ECER) and University of Glasgow, Scotland.
    • *Onipede, O. & Stepaniuk, I. (2024) Advancing equity in education policy making for refugee students with disabilities in Canada (paper presentation). Canadian Society for the Study in Education (CSSE) Annual Meeting: Montreal, Canada.
    • Stepaniuk, I. & *Onipede, O. (2024) Refugee students with disabilities in the K-12 education system in British Columbia: An intersectionality-based policy analysis (paper presentation). American Education Research Association (AERA) Annual Meeting: Philadelphia, U.S
    • Stepaniuk, I. & *Onipede, O. (2023) Advancing equity in education for refugee students with dis/abilities in British Columbia (paper presentation). Diverse Approaches to Research in Education (DARE series): 大象传媒, Canada.
    • Stepaniuk, I. & *Onipede, O. (2023) Policy making matters: Toward equity in education for refugee students with dis/abilities (online paper presentation). International symposium: Education of refugee children with disabilities: Istanbul University, Turkey.
  • Aritcles Completed/Under-Review/In-Press/Published-Conference-Papers:
    • Barber, S. (2022, Sept. 12). Why the expressive arts led by teachers in schools matter for refugee children. The Conversation: Canada.  (re-published in 9 other publications; 2225 reads). Retrieved from 
    • Williamson, R. L. & PazokiMoakhar, N. (2025-In press). Framing International Inclusive Education to Inform Strategy Development,  袙械褋褌薪懈泻 袗褌褘褉邪褍褋泻芯谐芯 褍薪懈胁械褉褋懈褌械褌邪 懈屑械薪懈 啸邪谢械谢邪 袛芯褋屑褍褏邪屑械写芯胁邪 (Bulletin of Atyrau University named after Khalel Dosmukhamedov)
    • Williamson, R.L., Alodat, A., Aldabaibeh, A., Alkharouf, R., Cetin, B., Koishigulova, L., Mukhanbetzhanova, A., Sabirova, Z., Shugaeva, G., Sultangubiyeva, A., Pazaki, N., & Oriya, S. (UNDER REVIEW-2025), Translating Inclusion: A Relational Framework of Inclusive Education in International Contexts, International Journal of Inclusive Education
    • Alodat, A., AlKharouf, R., Aldabaibeh, A., Williamson, R.L. & Pazoki, N. (Under Review- 2025). The Educational Experiences of Syrian Refugee Children with Disabilities in Jordanian Public Schools,International Journal of Education and the Arts.
    • Akimenko, O*. & Barber, S. (Accepted-2025, February; revisions). Blending art and translanguaging pedagogies: Supporting refugee children with disabilities in elementary schools to forge a path in education. International Electronic Journal of Elementary Education.
    • Barber, S. & Williamson, R. (2024, June 30). Art as Inclusive Practice:  Engaging Canadian Refugees with Disabilities. International Association of Special Education, IASE). Czech Republic.
    • Barber, S. (2024, April 13). From isolation to belonging: How refugee children with disabilities can thrive in 鈥渁rtful鈥� Canadian schools. In R.L. Williamson (Chair), Examining the Educational Experiences of Refugee Children with Disabilities in Jordan, Canada, and Kazakhstan [Symposium], American Educational Research Association Annual Meeting (AERA), Philadelphia, PA, USA.   
    • Stepaniuk, I. & *Onipede, O. (in review) Fostering inclusive futures: Advancing equity in education policy making for refugee students with disabilities.
    • 小邪斜懈褉芯胁邪 袞.袧., 楔褍谐邪械胁邪 袚.袣., 袗屑邪薪芯胁邪 袦.袣. (n.d.), 袩褋懈褏芯谢芯谐芯-锌械写邪谐芯谐懈褔械褋泻懈械 邪褋锌械泻褌褘 褉械邪谢懈蟹邪褑懈懈 懈薪泻谢褞蟹懈胁薪芯谐芯 芯斜褉邪蟹芯胁邪薪懈褟 胁 袣邪蟹邪褏褋褌邪薪械, 袗斜邪泄 邪褌褘薪写邪覔褘 覛邪蟹邪覜 冶谢褌褌褘覜 锌械写邪谐芯谐懈泻邪谢褘覜 褍薪懈胁械褉褋懈褌械褌i 啸袗袘袗袪楔蝎芦袩褋懈褏芯谢芯谐懈褟禄 褋械褉懈褟褋褘,鈩� 3(80), 2024, 7-18 斜斜
    • 小邪斜懈褉芯胁邪 袞.袧., 袘邪泄屑褍褉邪褌芯胁邪 訕.袘. (袦邪谐). 袩懈袩 2 泻褍褉褋), 袠薪泻谢褞蟹懈胁褌褨 褌芯锌褌邪覔褘 斜邪谢邪谢邪褉屑械薪 覜邪褉褘屑-覜邪褌褘薪邪褋 屑訖写械薪懈械褌褨薪 覜邪谢褘锌褌邪褋褌褘褉褍 卸芯谢写邪褉褘, 芦袠袧袣袥挟袟袠袙孝袉 袘袉袥袉袦 袘袝袪校 袞訕袧袝 覛袨覓袗袦: 訕袛袉小袧袗袦袗, 袟袝袪孝孝袝校, 孝訕袞袉袪袠袘袝禄  褏邪谢褘覜邪褉邪谢褘覜 覔褘谢褘屑懈-锌褉邪泻褌懈泻邪谢褘覜 泻芯薪褎械褉械薪褑懈褟. 鈥� 袗褌褘褉邪褍 2025. 205 -210 斜斜.
    • 小邪斜懈褉芯胁邪 袞.袧., 袘邪泄屑褍褉邪褌芯胁邪 訕.袘 (袦邪谐. 袩懈袩 2 泻褍褉褋), 袠薪泻谢褞蟹懈胁褌褨 斜褨谢褨屑 斜械褉褍 芯褉褌邪褋褘薪褘遥 邪褋锌械泻褌褨谢械褉褨, 芦笑袠肖袪袥蝎覛 袣袝尧袉小孝袉袣 袞袗覓袛袗袡蝎袧袛袗 袟袗袦袗袧袗校袠 袩小袠啸袨袥袨袚袠携袥蝎覛袩袝袛袗袚袨袚袠袣袗袥蝎覛 袘袉袥袉袦 袘袝袪校袛袉尧 莹袟袝袣孝袉 袦訕小袝袥袝袥袝袪袉: 孝訕袞袉袪袠袘袝 袞訕袧袝 袩袝袪小袩袝袣孝袠袙袗袥袗袪禄 邪褌褌褘 褏邪谢褘覜邪褉邪谢褘覜 覔褘谢褘屑懈-锌褉邪泻褌懈泻邪谢褘覜 泻芯薪褎械褉械薪褑懈褟, 22 覜邪褉邪褕邪, 2024 - 覛褘蟹褘谢芯褉写邪: 覛芯褉覜褘褌 邪褌邪 邪褌褘薪写邪覔褘 覛褘蟹褘谢芯褉写邪 褍薪懈胁械褉褋懈褌械褌褨, 246 -250斜斜.
    • 小邪斜懈褉芯胁邪 袞.袧., 袘邪泄屑褍褉邪褌芯胁邪 訕.袘. (袦邪谐. 袩懈袩 2 泻褍褉褋). 袠薪泻谢褞蟹懈胁褌褨 斜褨谢褨屑 斜械褉褍写褨遥 訖谢械褍屑械褌褌褨泻 -锌械写邪谐芯谐懈泻邪谢褘覜 邪褋锌械泻褌褨谢械褉褨, 訕谢-肖邪褉邪斜懈 邪褌褘薪写邪覔褘 覛邪蟹野校-薪褨遥 90 卸褘谢写褘覔褘 邪褟褋褘薪写邪 袗泻邪写械屑懈泻 孝.孝.孝訖卸褨斜邪械胁褌褘遥 褌褍褘谢覔邪薪褘薪邪 114 卸褘谢 褌芯谢褍褘薪邪 邪褉薪邪谢覔邪薪 芦覛袗袟袗覛小孝袗袧 覓蝎袥蝎袦蝎 袞訕袧袝 袨覛校 袗覓袗袪孝校 袞耶袡袝小袉: 袛袗袦校 袞袨袥袛袗袪蝎 袞訕袧袝 袘袨袥袗楔袗覓蝎禄 褏邪谢褘覜邪褉邪谢褘覜 覔褘谢褘屑懈-锌褉邪泻褌懈泻邪谢褘覜 泻芯薪褎械褉械薪褑懈褟, 袗谢屑邪褌褘, 2024. 2007-2011 斜斜.
    • 小邪斜懈褉芯胁邪 袞.袧., 袘邪泄屑褍褉邪褌芯胁邪 訕.袘 (n.d.-Pending). 袠薪泻谢褞蟹懈胁褌褨 褌芯锌褌邪覔褘 斜邪谢邪谢邪褉屑械薪 覜邪褉褘屑-覜邪褌褘薪邪褋 屑訖写械薪懈械褌褨薪 覜邪谢褘锌褌邪褋褌褘褉褍 卸芯谢写邪褉褘, 芦袠袧袣袥挟袟袠袙孝袉 袘袉袥袉袦 袘袝袪校 袞訕袧袝 覛袨覓袗袦: 訕袛袉小袧袗袦袗, 袟袝袪孝孝袝校, 孝訕袞袉袪袠袘袝禄  褏邪谢褘覜邪褉邪谢褘覜 覔褘谢褘屑懈-锌褉邪泻褌懈泻邪谢褘覜 泻芯薪褎械褉械薪褑懈褟. 鈥� 袗褌褘褉邪褍 2025. 205 -210 斜斜.
    • 袣芯泄褕懈谐褍谢芯胁邪 袥.袝., 袝谢械卸邪薪 袗.楔. (9 邪锌褉械谢褟 2025 谐芯写邪). 袠薪泻谢褞蟹懈胁褌褨 斜褨谢褨屑 斜械褉褍: 械褉械泻褕械 斜褨谢褨屑 斜械褉褍写褨 覜邪卸械褌 械褌械褌褨薪 斜邪谢邪谢邪褉写褘遥 萤屑褨褉 褋爷褉褍 械褉械泻褕械谢褨泻褌械褉褨, 小斜芯褉薪懈泻 屑邪褌械褉懈邪谢芯胁 屑械卸写褍薪邪褉芯写薪芯泄 薪邪褍褔薪芯-锌褉邪泻褌懈褔械褋泻芯泄 泻芯薪褎械褉械薪褑懈懈 芦懈薪泻谢褞蟹懈胁薪芯械 芯斜褉邪蟹芯胁邪薪懈械 懈 芯斜褖械褋褌胁芯: 屑械褌芯写芯谢芯谐懈褟, 懈褋褋谢械写芯胁邪薪懈械, 锌褉邪泻褌懈泻邪禄 9 邪锌褉械谢褟 2025 谐芯写邪. 12-16 褋褌褉
    • S.M. Barber, O. Akimenko (9 邪锌褉械谢褟 2025 谐芯写邪). Dismantling refugee children with disabilities鈥� dual barriers to education: trauma and translanguaging strategies in canadian schools. 小斜芯褉薪懈泻 屑邪褌械褉懈邪谢芯胁 屑械卸写褍薪邪褉芯写薪芯泄 薪邪褍褔薪芯-锌褉邪泻褌懈褔械褋泻芯泄 泻芯薪褎械褉械薪褑懈懈 芦懈薪泻谢褞蟹懈胁薪芯械 芯斜褉邪蟹芯胁邪薪懈械 懈 芯斜褖械褋褌胁芯: 屑械褌芯写芯谢芯谐懈褟, 懈褋褋谢械写芯胁邪薪懈械, 锌褉邪泻褌懈泻邪禄 9 邪锌褉械谢褟 2025 谐芯写邪. 12-16 褋褌褉
    • .覛.楔冶覔邪械胁邪, 袗.袞.校褉褘屑斜邪械胁邪 (9 邪锌褉械谢褟 2025 谐芯写邪). 袠薪泻谢褞蟹懈胁褌褨 斜褨谢褨屑 斜械褉褍 卸邪覔写邪泄褘薪写邪 卸冶屑褘褋 341 卸邪褋邪褍覔邪 袞袨袨-写邪 屑邪屑邪薪写邪褉写褘 写邪泄褘薪写邪褍 屑訖褋械谢械谢械褉, 小斜芯褉薪懈泻 屑邪褌械褉懈邪谢芯胁 屑械卸写褍薪邪褉芯写薪芯泄 薪邪褍褔薪芯-锌褉邪泻褌懈褔械褋泻芯泄 泻芯薪褎械褉械薪褑懈懈 芦懈薪泻谢褞蟹懈胁薪芯械 芯斜褉邪蟹芯胁邪薪懈械 懈 芯斜褖械褋褌胁芯: 屑械褌芯写芯谢芯谐懈褟, 懈褋褋谢械写芯胁邪薪懈械, 锌褉邪泻褌懈泻邪禄 9 邪锌褉械谢褟 2025 谐芯写邪. 205-210
    • A.袗. Sultangubiyeva1, L.E. Koishigulova1 , A.U. Mukhanbetzhanov (n.d.). Problems of socialization of displaced children with disabilities, 袗褌褘褉邪褍 褍薪懈胁械褉褋懈褌械褌褨薪褨遥 啸邪斜邪褉褕褘褋褘 袙械褋褌薪懈泻 袗褌褘褉邪褍褋泻芯谐芯 褍薪懈胁械褉褋懈褌械褌邪 鈩� 2(74)2024谐
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