Inclusion Planning Matrix: South Sudanese Refugee student Communication Social Interactions / Family life & school Information Processing Mental health and behaviour integration and Learning Styles wellbeing Characteristics EAL social skills family engagement in Post-traumatic – NESB ability to make including inquiry and Stress Disorder Literacy skills friends extended general Anxiety Numeracy skills inclusion/exclusion Family classroom disorder bullying involvement activity Psychological teased by students emphasis on literacy skills issues; trauma racism chores before engagement homework with teacher ………….. lack of space and for study students Linked to evading continuous ESL conflict and being resettlement in Australia cultural differences Implications Not much home Student Anxiety Longer Aggression support for attendance issues Studies are processing time Isolation language Self-conscious neglected and Longer time to Depression development Anxious this effects his learn Lack of Changing from Feelings of isolated learning Particular motivation Dinka to English Lack of belonging Student words may not Fear creates Feelings of attendance process Distrust confusion and alienation issues Multiple Low self language Physical harm Intelligences esteem processing Does not mingle between strengths and Tiredness issues with other refugee weaknesses students student,
Inclusion Planning Matrix: South Sudanese Refugee student Communication Social Interactions / behaviour Family life & school integration Information Processing and Learning Styles Mental health and wellbeing Characteristics EAL NESB Literacy skills Numeracy skills social skills ability to make friends inclusion/exclusion bullying teased by students racism family – including extended Family involvement emphasis on chores before homework lack of space for study continuous resettlement cultural differences engagement in inquiry and general classroom activity literacy skills engagement with teacher and students ESL Post-traumatic Stress Disorder Anxiety disorder Psychological issues; trauma ………….. Linked to evading conflict and being in Australia Implications Not much home support for language development Changing from Dinka to English creates confusion and language processing issues Student attendance issues Self-conscious Anxious Feelings of isolated Lack of belonging Feelings of alienation Physical harm Does not mingle with other students Anxiety Studies are neglected and this effects his learning Student attendance issues between refugee student, Longer processing time Longer time to learn Particular words may not process Multiple Intelligences strengths and weaknesses Aggression Isolation Depression Lack of motivation Fear Distrust Low self esteem Tiredness