Assessing the intersection of disability and flight in the light of the current arrival of large numbers of refugees in Europe in terms of education, led to a patchy picture. Detailed figures of those arriving are mostly not available or incomplete and so is the assessment of needs. Sometimes this is due to the fact that those arriving are not aware of the services that might be available or there is no adequate information facility available to them. Educational systems that struggled with adequate (inclusive) provision of education for people with disabilities, do so even more considering higher demands. 

Harris, J. (2003). ‘All doors are closed to us’: a social model analysis of the experiences of disabled refugees and asylum seekers in Britain. Disability & Society, 18(4), 395-410. Hart, R. (2009). Child refugees, trauma and education: interactionist considerations on social and emotional needs and development. Educational Psychology in Practice, 25(4), 351-368. Llosa, A. E., Ghantous, Z., Souza, R., Forgione, F., Bastin, P., Jones, A., ... & Grais, R. F. (2014). Mental disorders, disability and treatment gap in a protracted refugee setting. The British Journal of Psychiatry, 204(3), 208-213. Roberts, K. (2000). Lost in the system? Disabled refugees and asylum seekers in Britain. Disability & Society, 15(6), 943-948.