Eastern European Parents' Experiences of Parenting a Child with SEN in England

Autor/inn/en	Marku, Bardha; Niolaki, Georgia; Terzopoulos, Aris; Wood, Clare
Titel	Eastern European Parents' Experiences of Parenting a Child with SEN in England
Quelle	In: Educational Psychology in Practice, 38 (2022) 3, S.297-316 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wood, Clare)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2022.2100320
Schlagwörter	Parent Responsibility; Special Education; Student Needs; Immigrants; Barriers; Foreign Countries; Parent Teacher Cooperation; Educational Psychology; Disproportionate Representation; Inclusion; Parent Attitudes; Socioeconomic Influences; Sociocultural Patterns; United Kingdom (England); Poland; Czech Republic; Slovenia; Slovakia; Lithuania; Estonia; Hungary; Latvia + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Immigrant; Immigrantin; Immigranten; Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Erziehungspsychologie; Pädagogische Psychologie; Inklusion; Elternverhalten; Sozioökonomischer Faktor; Soziokulturelle Theorie; Polen; Tschechische Republik; Slowenien; Slowakei; Litauen; Estland; Ungarn; Lettland
Abstract	Parenting a child with Special Educational Needs (SEN) presents numerous challenges for families. For immigrant parents, these challenges can be particularly difficult to overcome when faced with structural, cultural and linguistic barriers. This qualitative study explored the lived experiences of eight Eastern European immigrants parenting a child with SEN in England. Semi-structured interviews were conducted, and a data-driven thematic analysis of a series of interviews was carried out. The study identified two key themes: (a) embarking on an unpredicted journey and (b) navigating through challenges. The analyses highlight discrepancies in partnership working between parents and educators and shortcomings in advice that professionals provided to these parents, potentially placing pupils and their families at a disadvantage. The implications for educational psychologists (EPs) and other professionals working with Eastern European parents raising a child with SEN are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01