Beyond Labels

“Beyond Labels: Understanding Refugee Students with Disabilities in Educational Contexts is a profoundly important contribution to inclusive education, reflecting both academic rigor and deep humanity. This book challenges us to move beyond simplified notions of inclusion and embrace the complexity and possibility of educational spaces that truly serve all learners. Through compelling case studies and actionable insights, Dr. Warsi offers a vital, enduring resource for teacher educators, school leaders, and policy makers. I especially appreciate how this work illuminates the experiences of refugee children with disabilities, a population too often overlooked, reminding us of their resilience and their right to equitable, responsive, and affirming educational opportunities.”

Dr. Carolyn Theard-Griggs, Dean and Professor, National College of Education, National Louis University

“In an era of global displacement and political instability, Dr. Warsi’s Beyond Labels: Understanding Refugee Students with Disabilities in Educational Contexts provides essential guidance for educators. Through detailed case studies of seven students, Dr. Warsi illuminates how young refugees carry the weight of war, displacement, and systemic exclusion, often compounded by educational practices. She demonstrates how students’ learning needs are inseparable from the political crises they’ve fled and the new precarity they face: hostile policies, under-resourced schools, and unprepared systems. This text guides educators to understand how trauma, resilience, cultural knowledge, and disability intersect beyond traditional frameworks, revealing rich pedagogical possibilities through culturally responsive teaching approaches for educational justice.”

Blanca Gamez-Djokic, PhD, Assistant Professor EDD Teaching & Learning, National College of Education

“Dr. Warsi’s groundbreaking text addresses the intersection of disability, cultural diversity, and forced displacement in contemporary education. Through compelling case studies, including Amira, a Bosnian Muslim war refugee and amputee with dyslexia requiring comprehensive support, the author illuminates multilayered challenges facing educators. Beyond Labels: Understanding Refugee Students with Disabilities in Educational Contexts provides essential guidance for supporting refugee and migrant children with disabilities from diverse cultural and faith backgrounds. The research-based approach incorporates culturally responsive pedagogical frameworks while offering practical implementation strategies. Dr. Warsi’s scholarship bridges critical gaps in educational literature, making this resource invaluable for practitioners serving increasingly diverse student populations with complex needs.”

Shabana Mir, PhD, Associate Professor of Anthropology, American Islamic College, Chicago, IL

“Dr. Warsi addresses a critical resource gap for teachers navigating complex educational terrain with inadequate guidance. This book serves educators who genuinely seek to understand their diverse students. Beginning with her authentic voice, Dr. Warsi then illuminates the lived realities of seven children, offering valuable insights into refugee students’ experiences. These real-life narratives demonstrate the profound impact of warm, inclusive environments on displaced children. Dr. Warsi’s book, Beyond Labels: Understanding Refugee Students with Disabilities in Educational Contexts, is essential reading for public school educators and teacher candidates nationwide. I eagerly anticipate implementing this resource in my own classroom instruction.”

Seema A. Imam, EdD, Professor, National Louis University, National College of Education, School of Teacher Preparation, Chicago, IL

“If there were a more timely publication on the topic of refugee students and their educational needs, I know of none. The crisis of displaced children spans continents, demanding immediate attention from educators worldwide. Beyond Labels: Understanding Refugee Students with Disabilities in Educational Contexts transforms understanding by examining refugee experiences across Asia, Africa, Southeastern Europe and Middle East, with pioneering focus on children with disabilities, a critically underserved population. Teachers, school psychologists, and counselors will discover powerful insights into students’ rich cultural backgrounds and evidence-based strategies for providing essential educational and social-emotional support. This vital roadmap creates inclusive environments where refugee students truly thrive.”

Robert D. Clark, PhD, Emeritus Professor, School & International Psychology, The Chicago School of Professional Psychology, Chicago, IL

Acknowledgments

Preface

Introduction

Comprehensive Case Studies: The Intersection of Refugee Experiences and Disability

Chapter 1: Amira: Navigating Physical Disabilities, Dyslexia, and Displacement in Inclusive Classrooms and Providing Strategies for Accommodation and Empowerment
Background
Early Life and Education in Bosnia
Displacement and Impact of War
The Resettlement Journey to the United States
Initial Educational Placement and Identification of Multiple Disabilities
Discovery of Dyslexia
Family Partnerships and Cultural Perspectives
Questions for Teacher Educators
References

Chapter 2: Amir: Understanding Neurodiversity and Creating Supportive Learning Environments for Students with Autism
Background
Birth and Early Development in Detention
The Burmese Government and Persecution of the Rohingya
Family Advocacy and Cultural Preservation
Educational Experiences in Detention
Trauma and Its Intersection with Autism
Social Relationships and Community Integration
Educational Gaps and Lost Opportunities
Preparing for Transition
Resilience and Protective Factors
Future Possibilities and Concerns
Questions for Teacher Educators
References

Chapter 3: Zahra: Supporting Refugee Students with Traumatic Brain Injury in Inclusive Classrooms: Strategies for Accommodation and Empowerment
Background
Early Life and Brain Injury in Rwanda
Displacement and Refugee Camp Experiences
Educational Experiences in the United States
Special Education Eligibility and Legal Framework
Cognitive Accommodations and Educational Strategies
Family Partnerships and Cultural Perspectives
Physical and Emotional Health Integration
Educational Implications
Questions for Teacher Educators
References

Chapter 4: Noor: Finding Expression and Supporting Students with Selective Mutism and Communication Differences
Background
Life in the Refugee Camp
Trauma-Informed Strategies for Classroom Participation
Resettlement in the United States
Transition to American Schools
Special Education Referral Process
Comprehensive Evaluation and Assessment
Eligibility Determination
Individualized Education Program Development
Implementation of Special Education Services
Family Dynamics and Cultural Adjustment
Reflections for Educators
Questions for Teacher Educators
References

Chapter 5: Adam and Aya: Third-Generation Palestinian Refugee Siblings Navigating Cerebral Palsy and Epilepsy in Baddawi Refugee Camp
Background
Life in the Refugee Camp
Adam: Navigating Physical Disability
Aya: Managing Invisible Disability
Intersections of Disability and Refugee Experience
Educational Experiences and Adaptations
Family Dynamics and Support Systems
Dreams and Aspirations Amid Constraints
Resilience and Cultural Identity
Accessing Special Education Services When Relocation Happens
Challenges and Opportunities During This Process
Potential Services and Accommodations
Conclusion
Questions for Teacher Educators
References

Chapter 6: Maha’s Journey: Supporting Students with Visual Impairment in Inclusive Classrooms
Background
Brief History of Wars in the Congo
Early Life in Congo and Disability Experience
Navigating Physical Barriers in Conflict-Affected Goma
Deteriorating Conditions and Displacement
The Refugee Resettlement Process
Arrival and Adaptation in the United States
Educational Experience in the United States
Special Education Eligibility in the American School System
Assistive Technology and Accessibility Accommodations
Conclusion: Maha’s Transformative Journey
Questions for Teacher Educators
References

Conclusion

About the Author

Index

Sadia Warsi

Dr. Sadia Warsi is a Professor of Special Education at National Louis University in Chicago, with over two decades of experience in special education and inclusive teaching. She earned her PhD in Special Education from the University of Illinois at Chicago, focusing on emergent literacy development of homeless children. Her expertise encompasses differentiated instruction, equitable learning environments, trauma-informed instruction, and multicultural competency. Dr. Warsi's research centers on poverty and literacy, literacy development in diverse environments, and experiences of refugee children in inclusive settings. She teaches courses in early childhood education, special education assessment, literacy instruction, and family collaboration. She has published extensively on refugee students with disabilities, Muslim representation in children's literature, trauma-informed practices, and family engagement in special education. Her book Beyond Labels: Understanding Refugee Students with Disabilities in Educational Contexts was published by Myers Education Press in 2025. She presents nationally and internationally on inclusive classroom design and cultural responsiveness in education. Before her academic career, Dr. Warsi taught in Chicago Public Schools as both an inclusion and self-contained special education teacher, giving her practical classroom experience that informs her university teaching and research. She has received the Excellence in Teaching Award from National Louis University.