The Experiences of Minority Ethnic Heritage Parents Having a Child with SEND: A Systematic Literature Review

Autor/inn/en	Akbar, Sarwat; Woods, Kevin
Titel	The Experiences of Minority Ethnic Heritage Parents Having a Child with SEND: A Systematic Literature Review
Quelle	In: British Journal of Special Education, 46 (2019) 3, S.292-316 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akbar, Sarwat) ORCID (Woods, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12272
Schlagwörter	Minority Group Students; Cultural Awareness; Childrens Rights; Minority Groups; Ethnic Groups; Parent Attitudes; Immigrants; Students with Disabilities; Access to Education; Religious Factors; Stress Variables; Cultural Influences; Academic Support Services; Special Needs Students; Parent Child Relationship + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; 'Children''s rights'; Kindesrecht; Ethnische Minderheit; Ethnie; Elternverhalten; Immigrant; Immigrantin; Immigranten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Cultural influence; Kultureinfluss; Sonderpädagogischer Förderbedarf; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Given the need to provide culturally competent children's services which support each child's right to full educational participation, the current systematic literature review aims to provide an up-to-date, international review of empirical studies that investigate the experience of minority ethnic heritage parents who have a child with special educational needs and disability (SEND). Studies were assessed using a qualitative assessment framework. Of the 17 studies that met the inclusion criteria, only 11 were classed as higher quality and included in the final synthesis. The findings highlight that for ethnic heritage families, parenting a child with a disability can be a highly stressful experience, involving a sense of loss and concerns for the child's future, compounded by familial and cultural factors as well as professional service factors, with religious beliefs and practices, on the whole, serving as a protective factor. Implications for educational psychology practice and future research are clearly identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01