Migrant families and their children with disability: co-educational engagements

Abstract

This contribution aims to analyze the pedagogical aspects related to disability and migration, exploring how this dual condition raises crucial challenges in the lives of families dealing with their child's disability while being far from their cultural and emotional context. The objective is to outline perspectives that promote a preventive and proactive approach toward these families, who are more vulnerable to double exclusion. Factors such as the experience of exile, migration-related trauma, representations of disability, and the presence or absence of support networks are central to the inclusion processes of children with disabilities. It is essential to promote studies that can understand the needs of these families in order to develop co-educational actions that actively engage them in their child's life plan starting from nursery school.