Social justice in special education: Pakistani parents' experience in England

Akbar, S (Sarwat)¹, Woods, K. A (Kevin)^2
1University of Manchester, School of Environment, Education and Development, Ellen Wilkinson Building, Oxford Road, M13 9PL, Manchester
²University of Manchester, School of Environment, Education and Development, Room A5.16 Ellen Wilkinson Building, Oxford Road, M13 9PL, Manchester

 

Submission type

Oral only

Scheduled

Room 119, 10-07-2019, 13:30 - 15:00

Keywords

Social justice, Cultural competence, Children’s rights, Pakistani parents, children’s special educational services

Summary

Understanding of disability varies across diverse communities and can be shaped by culture and religion. In response to calls for the promotion of social justice and children’s rights, the need for ‘culturally competent’ services to children, families and schools has been identified since the 1980s. Research has shown that culturally adapted services can improve outcomes for children and families in the area of mental health.

The present paper is a qualitative, empirical study exploring the views of ten Pakistani minority ethnic heritage parents with a child with a ‘hidden disability’ such as a development delay. In-depth interviews and thematic analysis were used. For these parents, hidden disabilities are more difficult to understand, explain and seek services for, stigma is a major source of stress, leading to strained marital relationships, whilst religious faith acts as a protective factor. Within the SEND processes, language barriers, power differentials and mistrust may be barriers to accessing appropriate services and the statutory process for special education assessment is viewed as unclear, slow paced and lacking ‘parental voice’.

Implications for educational psychologists and other services for children and families include adapting services to engage members of diverse communities for the protection and promotion of children’s rights.

Auteurs