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 refections about how the needs of children and young people with SEND may be addressed adequately and more holistically.

Author Keywords: SEND, Migrants and refugees, Inclusion, UK context

Source: Migrant Youth, Schooling and Identity: Perspectives and Experiences from Northern Europe

Full Resource

DOI: 10.1007/978-3-031-63345-4_9

Print ISBN: 978-3-031-63344-7

Online ISBN: 978-3-031-63345-4