Dima Mohamad

• Mohamad, Dima; Pesonen, Henri Valtteri; Keles, Serap & Tateo, Luca (2025). Inclusion of immigrant students with special educational needs in Nordic countries: a systematic review. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2025.2567417. Fulltekst i vitenarkiv Vis sammendrag

  This systematic review aims to synthesise the empirical evidence on the inclusion of immigrant students with special educational needs in Nordic countries. We specifically examined (a) the approaches taken to improve inclusion; and (b) the challenges in the process. Using four databases, we conducted a comprehensive literature search of relevant peer-reviewed articles and book chapters, which resulted in 14 eligible studies in line with the a priori-defined inclusion criteria. Data were synthesised using thematic analysis. Eight themes emerged across the studies which were divided into two categories. We found that inclusion for immigrant students with SEN in the Nordic countries is related to the nature of its provision, and many paradoxes need to be systematically addressed in both research and practice. This review further emphasises the importance of taking action to bridge the gap between inclusive policies and their implementation. Additionally, we discovered a pressing need for collaboration between professionals and establishing effective communication with immigrant students and their families. This review contributes to the literature by increasing the understanding of how different educational, legal, and social systems have influenced the inclusive education of immigrant students with special educational needs in the Nordic countries.

• Mohamad, Dima; Kjørholt, Anne Trine; Pesonen, Henri Valtteri & Tateo, Luca (2024). Inclusion of Syrian students in need of special support in Norwegian schools - a qualitative study with students and parents. European Journal of Special Needs Education. ISSN 0885-6257. doi: 10.1080/08856257.2024.2354606. Fulltekst i vitenarkiv Vis sammendrag

  Despite the over-representation of immigrant children assessed as requiring special needs education, research into their social and educational experiences in the Nordics is limited. This qualitative study explored the experiences of five Syrian students in need of special support, and their parents in Norway. A thematic analysis was conducted using intersectionality theory and the social constructionist perspective. Analyses found that Syrian students had positive experiences at schools, with less academic pressure compared to their experiences in Syria, but poor peer relationships. Parents expressed varied emotions, including gratitude for not having to hide the special needs of their children, but uncertainty about how to seek help. Those conflicting feelings seemed to originate from the language barriers, different cultural traditions, and a limited understanding of the Norwegian educational system. Our findings contribute to the literature concerning the inclusion of immigrant students in need of special support and their families, emphasising the significance of culture, and advocating for their participation in both schools and research.

• Paraschiv, Florentina & Mohamad, Dima (2020). The Nuclear Power Dilemma—Between Perception and Reality. Energies. 13(22). doi: 10.3390/en13226074. Fulltekst i vitenarkiv Vis sammendrag

  Motivated by the environmental challenges and the increase in energy demand, this review assesses the suitability of nuclear power production as an alternative option to using fossil fuels. First, we assess the competitiveness of nuclear power compared to other power sources considering its economic efficiency, environmental impact and implications for health, and conclude that this is a viable option to serve in addition to and as a backup to renewable sources. Second, we review previous findings in various fields on advantages and disadvantages of nuclear power technology and conclude that there is a gap between reality and perception. Third, we discuss challenges related to nuclear weapons proliferation and misperceived public opinion on nuclear power. We conclude that the gap between perception and reality stems from a lack of consolidated interdisciplinary view, media communications focusing mainly on unilateral assessments.

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• Mohamad, Dima & Ruud, Marianne (2024). Syriske barn i norsk skole savner å ha venner i klassen. [Journal]. Utdanningsnytt.no. Fulltekst i vitenarkiv
• Mohamad, Dima & Vartun, Marika (2024). Slik opplever syriske barn møtet med den norske skolen. [Journal]. Forskning.no. Fulltekst i vitenarkiv
• Mohamad, Dima; Kjørholt, Anne Trine; Pesonen, Henri Valtteri & Tateo, Luca (2024). Inclusion of Syrian students in need of special support in Norwegian schools. Fulltekst i vitenarkiv

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