Doubly-disadvantaged or even hidden away: the situation of migrant and refugee children with special educational needs and disabilities

Bhatti, G, Levinson, M and Simmons, B (2024) 'Doubly-disadvantaged or even hidden away: the situation of migrant and refugee children with special educational needs and disabilities.' In: Hammarén, N, Ivemark, B and Stretmo, L, eds. Migrant youth, schooling and identity: perspectives and experiences from Northern Europe. Springer, Cham, pp. 127-141. ISBN 9783031633447

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Abstract

This chapter is concerned with exploring the experiences of families with children who have special educational needs. It problematizes the idea of educational provision by contextualizing the situation parents and children are facing in the UK. Teachers are not aware of the broad cultural framework within which parents of vulnerable children operate if they have migrant and refugee backgrounds. Parents and teachers do not see the educational provision in identical ways. There is a lack of understanding about school processes, and therefore mistrust on parents’ part. Equally, there is misunderstanding among teachers. Children should remain at the centre of the debate at all times. This chapter concludes with some reflections about how the needs of children and young people with SEND may be addressed adequately and more holistically.

Item Type:	Book Chapter or Section
Subjects:	L Education > L Education (General)
Divisions:	School of Education
Research Centres and Groups:	Centre for Research in Equity, Inclusion and Community (CREIC)
Date Deposited:	11 Sep 2024 09:56
Last Modified:	11 Sep 2024 09:56
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/16374

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